questions roup g advisory education summit · 2016-05-20 · virtual diversity career fair –...
TRANSCRIPT
Resp
onse
s to
Educ
atio
n Su
mm
it Ad
viso
ry G
roup
Que
stio
ns
The
tabl
e be
low
and
att
ache
d da
ta a
re th
e re
spon
ses t
o qu
estio
ns a
sked
dur
ing
the
Mar
ch 1
4th A
dviso
ry C
omm
ittee
. W
e ha
ve n
oted
thos
e ca
ses w
here
no
dat
a is
avai
labl
e to
ans
wer
the
ques
tion(
s) p
osed
by
Com
mitt
ee m
embe
rs.
# Q
uest
ions
Re
spon
se
1 W
hat a
re th
e dr
opou
t rat
es fo
r Sea
ttle
hi
gh sc
hool
s and
mid
dle
scho
ols (
both
ov
eral
l and
by
scho
ol)?
Wha
t is t
he
dem
ogra
phic
bre
akdo
wn
of d
ropo
uts?
See
Appe
ndix
A fo
r the
OSP
I rep
orts
for S
eatt
le sc
hool
s.
2 Is
ther
e an
y da
ta o
n w
hy st
uden
ts d
rop
out?
Are
ther
e us
eful
pre
dict
ors f
or w
hy
stud
ents
dro
p ou
t?
Data
is n
ot a
vaila
ble
on re
ason
s why
Sea
ttle
stud
ents
dro
p ou
t of s
choo
l or o
f pre
dict
ors o
f why
they
mig
ht
not s
tay
in sc
hool
. A
2013
nat
iona
l stu
dy o
f why
stud
ents
dro
p ou
t of h
igh
scho
ol id
entif
ied
push
, pul
l, fa
lling
out
fact
ors t
hat
resu
lt in
stud
ents
dise
ngag
ing
with
scho
ols.
“Pus
h fa
ctor
s inc
lude
scho
ol-c
onse
quen
ce o
n at
tend
ance
or
disc
iplin
e. P
ull f
acto
rs in
clud
e ou
t-of
-sch
ool e
ntic
emen
ts li
ke jo
bs a
nd fa
mily
. Fi
nally
, fal
l out
fact
ors r
efer
to
dise
ngag
emen
t in
stud
ents
not
cau
sed
by sc
hool
or o
utsid
e pu
lling
fact
ors.
” (F
ull r
epor
t: U
nder
stan
ding
W
hy S
tude
nts D
rop
Out
of H
igh
Scho
ol, A
ccor
ding
to T
heir
own
Repo
rts:
Are
they
Pus
hed
or P
ulle
d, o
r Do
They
Fal
l Out
? A
Com
para
tive
Anal
ysis
of S
even
Nat
iona
lly R
epre
sent
ativ
e St
udie
s:
http
://s
go.s
agep
ub.c
om/c
onte
nt/3
/4/2
1582
4401
3503
834.
full-
text
+htm
l ).
Tabl
e 10
bel
ow h
ighl
ight
s the
mos
t rec
ent s
tudy
cite
d in
this
repo
rt.
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
1
To
add
ress
the
“pus
h fa
ctor
s” S
eatt
le P
ublic
Sch
ools
(SPS
) has
put
a m
orat
oriu
m o
n su
spen
sions
/exp
ulsio
ns
for d
isrup
tive
cond
uct,
rule
bre
akin
g, a
nd d
isobe
dien
ce a
t the
ele
men
tary
leve
l and
we
are
curr
ently
an
alyz
ing
the
pote
ntia
l of e
xpan
ding
the
mor
ator
ium
to se
cond
ary
scho
ols.
At t
he sa
me
time
SPS
is pu
ttin
g ta
rget
ed a
nd u
nive
rsal
supp
orts
into
pla
ce a
s par
t of i
ts M
ulti-
Tier
ed S
yste
m o
f Sup
port
(MTS
S) fr
amew
ork,
w
hich
incl
udes
trau
ma
info
rmed
pro
fess
iona
l dev
elop
men
t, im
prov
ed p
reve
ntat
ive
and
reac
tive
disc
iplin
e st
rate
gies
, and
ass
essin
g sc
hool
s’ re
adin
ess u
sing
the
Posit
ive
Beha
vior
Inte
rven
tion
& S
uppo
rts (
PBIS
) fr
amew
ork.
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
2
SPS
is al
so c
omm
itted
to e
ngag
ing
and
supp
ortin
g tr
uant
you
th a
nd a
void
ing
cour
t ref
erra
l thr
ough
Tru
ancy
In
terv
entio
n Sp
ecia
lists
and
stud
ent w
orks
hops
, and
we
are
expl
orin
g w
ays t
o br
ing
com
mun
ity tr
uanc
y bo
ards
into
pra
ctic
e ah
ead
of th
e st
ate-
man
date
d tim
elin
e.
3
Is th
ere
a sy
stem
for t
rack
ing
drop
outs
? W
hat i
s the
syst
em fo
r dro
pout
in
terv
entio
n? D
o w
e kn
ow h
ow m
any
drop
outs
retu
rn to
the
educ
atio
n sy
stem
an
d gr
adua
te o
r ear
n th
eir G
ED?
The
Dist
rict r
epor
ts st
uden
ts w
ho d
rop
out o
f SPS
to O
SPI e
very
Nov
embe
r as p
art o
f the
stat
e’s a
nnua
l re
port
ing
requ
irem
ents
. Dro
p ou
t int
erve
ntio
ns a
re p
rovi
ded
thro
ugh
SPS
serv
ice
scho
ol m
odel
at M
iddl
e Co
llege
and
Inte
rage
ncy.
In a
dditi
on, t
hrou
gh a
gra
nt S
PS h
as a
lso b
een
able
to p
rovi
de e
ight
trua
ncy
offic
ers a
t the
follo
win
g sc
hool
s: D
enny
Inte
rnat
iona
l Mid
dle
Scho
ol, R
aini
er B
each
Hig
h Sc
hool
, Sou
th L
ake,
Cl
evel
and
High
Sch
ool,
Mer
cer I
nter
natio
nal M
iddl
e Sc
hool
, Chi
ef S
ealth
Inte
rnat
iona
l Hig
h Sc
hool
, Whi
tman
M
iddl
e Sc
hool
, The
Wor
ld S
choo
l, an
d In
grah
am H
igh
Scho
ol. T
he g
rant
also
fund
s a .5
FTE
cen
tral
ly b
ased
dr
opou
t int
erve
ntio
n sp
ecia
list.
The
gran
t end
s thi
s Jun
e. B
eyon
d th
ese
supp
orts
, dro
p ou
t ser
vice
s and
st
affin
g ar
e a
scho
ol-b
ased
dec
ision
.
4 Gi
ven
the
teac
her s
hort
age,
how
man
y te
ache
rs a
re n
eede
d, a
t wha
t lev
el?
W
hat e
ffort
s are
und
erw
ay to
recr
uit
teac
hers
of c
olor
? W
hat a
re th
e re
tent
ion
rate
s for
teac
hers
of c
olor
? W
hat i
s the
ave
rage
tenu
re o
f tea
cher
s of
col
or v
s. th
e av
erag
e fo
r the
syst
em
as a
who
le?
SPS
empl
oyee
eth
nici
ty d
ata
is no
t rea
dy to
shar
e. T
he w
ay th
is da
ta is
ent
ered
into
the
Dist
rict’s
HR
syst
ems p
rohi
bits
SPS
from
pro
duci
ng a
mea
ning
ful a
nd/o
r acc
urat
e re
port
. But
the
5-ye
ar re
tent
ion
rate
of
all t
each
ers a
s of 6
/30/
15 w
as 6
3%.
Ta
ble
1 sh
ows p
roje
cted
vac
anci
es fo
r the
201
6-17
scho
ol y
ear t
hat S
PS w
ill b
e tr
ying
to fi
ll. T
hese
num
bers
flu
ctua
te b
aste
d on
inte
rnal
can
dida
te p
lace
men
t, bu
dget
adj
ustm
ents
, and
enr
ollm
ent c
hang
es.
Ta
ble
1: T
otal
Pro
ject
ed V
acan
cies
by
Subj
ect A
rea
Base
d on
His
toric
al N
ew H
ire D
ata
Thr
ee Y
ear P
roje
ctio
ns
El
em
SPED
W
orld
La
ngua
ges
Bilin
gual
Sc
ienc
e M
ath
Lang
uage
A
rts/
Soci
al
Stud
ies
Mat
h &
Sc
ienc
e Bl
ock
Posi
tions
To
tal
SY 1
4-15
Hire
s *A
s of
12-
5-14
99
74
5
8 13
20
13
3
235
SY 1
5-16
*A
s of
12-
8-15
95
73
10
11
15
25
12
2
243
Proj
ectio
ns fo
r SY
16-1
7*
97
74
8 10
14
23
13
3
239
*Not
e pr
ojec
tions
are
bas
ed o
n av
erag
es fr
om p
rior
2 y
ears
.
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
3
Di
vers
ity R
ecru
iting
: Wha
t SPS
is D
oing
•
Virt
ual D
iver
sity
Care
er F
air –
par
ticip
ated
on
April
19,
201
6 •
Dive
rsity
Car
eer W
eb la
unch
ed in
Apr
il
• N
atio
nal A
llian
ce o
f Bla
ck S
choo
l Edu
cato
rs (N
ABSE
) Ann
ual C
onfe
renc
e an
d Ca
reer
Fai
r, No
vem
ber
2015
. At
tend
ed th
e co
nfer
ence
, par
ticip
ated
in th
e Ca
reer
Fai
r and
Exh
ibiti
on a
nd to
furt
her
posit
ivel
y im
pact
the
SPS
empl
oym
ent b
rand
lead
a w
orks
hop:
Co
nfer
ence
The
me:
"Lea
ding
Cha
nge,
Driv
ing
Inno
vatio
n an
d M
akin
g a
Diffe
renc
e fo
r Stu
dent
s of
Af
rican
Des
cent
“ P
rese
ntat
ion:
Sea
ttle
Pub
lic S
choo
ls Tu
rnin
g It
Arou
nd
The
Case
for U
rgen
t Act
ion
– Ef
fect
ivel
y U
sing
Inst
ruct
iona
l Str
ateg
ies t
o El
imin
ate
the
Achi
evem
ent
Gap
for A
fric
an A
mer
ican
Mal
es a
nd S
tude
nts o
f Col
or
5
Wha
t are
the
susp
ensio
n/ex
pulsi
on
rate
s for
mid
dle
scho
ol a
nd h
igh
scho
ol
stud
ents
(ove
rall
and
by sc
hool
)? H
ow
man
y st
uden
ts a
re b
eing
susp
ende
d ea
ch y
ear?
Wha
t are
the
caus
es o
f su
spen
sion/
expu
lsion
?
Any
time
a st
uden
t is s
uspe
nded
or e
xpel
led
a co
de n
eeds
to b
e en
tere
d in
to S
eatt
le P
ublic
Sch
ools
stud
ent
info
rmat
ion
syst
em. T
he m
ost f
requ
ent c
odes
use
d fo
r sus
pens
ions
and
exp
ulsio
ns th
is 20
15-1
6 sc
hool
yea
r ar
e: fi
ghtin
g (E
240)
, int
erfe
renc
e w
ith sc
hool
aut
horit
ies (
E520
), po
sses
sing/
usin
g m
ariju
ana
(E13
3),
disr
uptiv
e co
nduc
t (D1
10),
assa
ult (
E210
), th
reat
s of v
iole
nce
(E25
0), a
nd D
isobe
dien
ce (D
130)
. Thi
s dat
a is
pulle
d fr
om 2
015-
2016
(as o
f Mar
ch 2
9, 2
016)
. Se
e Ap
pend
ix B
for t
he sc
hool
leve
l dat
a re
port
. So
urce
: 20
15-1
6 Sc
hool
Yea
r Dat
a as
of 3
/29/
2016
from
SPS
Stu
dent
Info
rmat
ion
Syst
em
6
Wha
t are
the
num
bers
of s
tude
nts
susp
ende
d (A
fric
an A
mer
ican
Mal
es)
that
in tu
rn e
nd u
p in
the
juve
nile
just
ice
syst
em?
We
know
of n
o da
ta sp
ecifi
c to
Sea
ttle
you
th th
at h
as b
een
anal
yzed
to a
nsw
er th
is qu
estio
n, b
ut g
ener
ally
, se
e an
swer
to #
8 be
low
.
7 W
hat i
s the
gra
duat
ion
(or G
ED) r
ate
for
stud
ents
who
rece
ive
susp
ensio
n or
ex
pulsi
on?
Data
is n
ot a
vaila
ble
beca
use
susp
ensio
n da
ta is
onl
y re
tain
ed fo
r 3 y
ears
. Ac
cord
ing
to S
eatt
le P
ublic
Sc
hool
s, m
ost s
uspe
nsio
ns h
appe
n in
7th
thro
ugh
9th
grad
e.
8 W
hat i
s the
cor
rela
tion
of st
uden
t su
spen
ded
endi
ng u
p in
the
juve
nile
ju
stic
e sy
stem
?
The
mos
t ext
ensiv
e an
alys
is of
this
ques
tion
was
con
duct
ed u
sing
data
for T
exas
you
th. “
Brea
king
Sch
ools
Rule
s: A
Sta
tew
ide
Stud
y of
How
Sch
ool D
iscip
line
Rela
tes t
o St
uden
t’s S
ucce
ss a
nd Ju
veni
le Ju
stic
e In
volv
emen
t, Co
unci
l of S
tate
Gov
ernm
ents
Just
ice
Cent
er a
nd T
he P
ublic
Pol
icy
Rese
arch
Inst
itute
, Tex
as
A&M
Uni
vers
ity, J
uly
2011
.” (F
ull r
epor
t ava
ilabl
e he
re:
http
s://
csgj
ustic
ecen
ter.o
rg/y
outh
/bre
akin
g-sc
hool
s-ru
les-
repo
rt/ )
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
4
“The
resu
lts o
f the
firs
t mul
tivar
iate
ana
lysis
dem
onst
rate
d th
at w
hen
a st
uden
t was
susp
ende
d or
exp
elle
d fo
r a d
iscre
tiona
ry sc
hool
disc
iplin
ary
viol
atio
n, th
is ac
tion
near
ly tr
iple
d (2
.85
times
) the
like
lihoo
d of
ju
veni
le ju
stic
e co
ntac
t with
in th
e su
bseq
uent
aca
dem
ic y
ear.
Furt
her,
…. e
ach
addi
tiona
l disc
retio
nary
en
coun
ter e
xpon
entia
lly in
crea
sed
furt
her t
he li
kelih
ood
of ju
veni
le ju
stic
e in
volv
emen
t.”
See
Appe
ndix
C fo
r Fig
ures
20
and
21 fr
om th
e re
port
cite
d ab
ove.
9 Is
ther
e an
y da
ta o
n th
e nu
mbe
r of
stud
ents
dro
ppin
g ou
t and
end
ing
up in
th
e cr
imin
al ju
stic
e sy
stem
?
Acco
rdin
g to
the
mos
t com
mon
ly re
fere
nced
sour
ce, “
Abou
t 41%
of i
nmat
es in
the
Nat
ion’
s Sta
te a
nd
Fede
ral p
rison
s and
loca
l jai
ls in
199
7 an
d 31
% o
f pro
batio
ners
had
not
com
plet
ed h
igh
scho
ol o
r its
eq
uiva
lent
. In
com
paris
on, 1
8% o
f the
gen
eral
pop
ulat
ion
age
18 o
r old
er h
ad n
ot fi
nish
ed th
e 12
th g
rade
.”
Sour
ce: C
. Har
low
, Edu
catio
n an
d Co
rrec
tiona
l Pop
ulat
ions
, Bur
eau
of Ju
stic
e St
atist
ics s
peci
al re
port
(Was
hing
ton,
DC:
U
.S. D
epar
tmen
t of J
ustic
e, 2
003)
10
Wha
t are
the
colle
ge a
ccep
tanc
e ra
tes
for s
tude
nts i
n SP
S an
d w
hat i
s the
co
llege
gra
duat
ion
rate
for S
PS st
uden
ts
(4/5
yea
r)?
Data
is n
ot c
olle
cted
on
colle
ge a
ccep
tanc
e ra
tes f
or S
PS st
uden
ts.
Da
ta fr
om R
oad
Map
Pro
ject
show
s tha
t for
the
clas
s of 2
009
grad
uate
s fro
m S
outh
Sea
ttle
Hig
h Sc
hool
s, 3
6 pe
rcen
t of s
tude
nts c
ompl
eted
pos
tsec
onda
ry.
See
Appe
ndix
D fo
r the
Roa
d M
ap D
ashb
oard
Rep
ort
show
ing
a co
mpa
rison
to o
ther
dist
ricts
in S
outh
Kin
g Co
unty
and
a b
reak
dow
n of
Sou
th S
eatt
le d
ata
by
subg
roup
s.
For a
dditi
onal
info
rmat
ion
on S
choo
ls in
Sou
th S
eatt
le, v
isit t
he R
oad
Map
Das
hboa
rd a
t: ht
tp:/
/ww
w.ro
adm
appr
ojec
t.org
/dat
a-ce
nter
/ann
ual-i
ndic
ator
-das
hboa
rd/ .
11
Wha
t is t
he d
ata
on st
uden
t pe
rfor
man
ce (t
estin
g sc
ores
, gra
duat
ion
rate
s, e
tc.,
base
d on
race
and
inco
me)
fo
r the
ten
imm
ersio
n sc
hool
s ver
sus
non-
imm
ersio
n sc
hool
s?
Seat
tle P
ublic
Sch
ools
has t
en In
tern
atio
nal S
choo
ls an
d tw
o po
tent
ial f
utur
e sit
es (i
.e. S
anisl
o El
emen
tary
an
d Hi
ghla
nd P
ark
Elem
enta
ry).
Nor
th
John
Sta
nfor
d In
tern
atio
nal S
choo
l M
cDon
ald
Inte
rnat
iona
l Sch
ool
Ha
milt
on In
tern
atio
nal M
iddl
e Sc
hool
In
grah
am H
igh
Scho
ol -
an In
tern
atio
nal S
choo
l So
uthw
est
Conc
ord
Inte
rnat
iona
l Sch
ool
De
nny
Inte
rnat
iona
l Mid
dle
Scho
ol
Ch
ief S
ealth
Inte
rnat
iona
l Hig
h Sc
hool
Ed
ucat
ion
Advi
sory
Gro
up M
eetin
g –
May
11,
201
6 5
Sout
heas
t Be
acon
Hill
Inte
rnat
iona
l Sch
ool
De
arbo
rn P
ark
Int
erna
tiona
l Sch
ool
M
erce
r Int
erna
tiona
l Mid
dle
Scho
ol
Se
e Ap
pend
ix E
for t
he 2
014-
15 S
choo
l Rep
orts
for t
he te
n in
tern
atio
nal s
choo
ls lis
ted
abov
e.
To le
arn
mor
e ab
out S
eatt
le P
ublic
Sch
ools
Inte
rnat
iona
l Sch
ools
plea
se v
isit:
ht
tp:/
/ww
w.se
attle
scho
ols.o
rg/c
ms/
One
.asp
x?po
rtal
Id=6
27&
page
Id=1
4798
12
List
of R
ace
and
Equi
ty S
choo
ls A
five-
year
com
preh
ensiv
e pl
an to
inst
itutio
naliz
e ed
ucat
iona
l and
raci
al e
quity
in o
ur sc
hool
s was
de
velo
ped.
To
supp
ort i
mpl
emen
tatio
n, E
quity
Tea
ms a
t eac
h sc
hool
are
bei
ng d
evel
oped
. Pl
an S
trat
egie
s:
1) A
lign
with
Dist
rict-w
ide
effo
rts t
o im
plem
ent t
he ”E
nsur
ing
Educ
atio
nal a
nd R
acia
l Equ
ity”
Polic
y,
Supe
rinte
nden
t’s S
MAR
T Go
als,
Clo
sing
Opp
ortu
nity
Gap
s and
Act
ion
Plan
for A
ccel
erat
ing
Achi
evem
ent
for A
fric
an A
mer
ican
Mal
es a
nd O
ther
Stu
dent
s of C
olor
, and
to e
limin
ate
raci
al d
ispro
port
iona
lity
in
grad
uatio
n an
d di
scip
line
rate
s.
2) B
uild
cap
acity
am
ong
prin
cipa
ls, te
ache
rs, s
taff,
and
stud
ents
in tr
ansf
orm
ing
scho
ol p
olic
ies,
pro
cedu
res
and
inst
ruct
iona
l pra
ctic
es.
3) S
tren
gthe
n th
e vo
ices
and
par
ticip
atio
n of
stud
ents
, fam
ilies
and
com
mun
ities
to in
form
scho
ol p
olic
ies,
pr
actic
es a
nd p
roce
dure
s.
4) D
evel
op a
pla
n to
cre
ate
and
lead
disc
ussio
ns o
n ho
w to
redu
ce a
nd e
vent
ually
elim
inat
e di
spro
port
iona
lity
in d
iscip
line
in e
duca
tiona
lly su
ppor
tive
way
s by
addr
essin
g ad
vers
e ch
ildho
od
expe
rienc
es a
nd tr
aum
a in
form
ed p
ract
ice.
5)
Ens
ure
stud
ent e
ngag
emen
t and
mot
ivat
ion
thro
ugh
cultu
rally
resp
onsiv
e, re
leva
nt a
nd ri
goro
us
inst
ruct
ion
base
d up
on st
reng
then
ing
rela
tions
hips
with
stud
ents
to a
chie
ve h
igh
acad
emic
out
com
es fo
r ea
ch a
nd e
very
stud
ent.
To su
ppor
t the
se st
rate
gies
, Rac
ial E
quity
Tea
ms a
re b
eing
dev
elop
ed o
ver 5
yea
rs a
t eac
h sc
hool
in
colla
bora
tion
with
SEA
. A R
acia
l Equ
ity T
eam
is a
form
al w
orki
ng c
omm
ittee
who
se o
vera
rchi
ng st
rate
gy is
to
pro
vide
lead
ersh
ip a
nd m
omen
tum
aro
und
impl
emen
ting
educ
atio
nal o
ppor
tuni
ties,
pol
icie
s and
pr
ogra
ms t
hat w
ill fu
rthe
r rac
ial e
quity
with
the
focu
s on
redu
cing
and
eve
ntua
lly e
limin
atin
g di
spro
port
iona
lity
in d
iscip
line.
The
Rac
ial E
quity
Tea
ms r
ecei
ve c
ontin
ual s
uppo
rt a
nd te
chni
cal a
ssist
ance
fr
om th
e SP
S De
part
men
t of E
quity
& R
ace
Rela
tions
, Att
enda
nce
& D
iscip
line
Depa
rtm
ent,
the
SPS/
SEA
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
6
Part
ners
hip
Com
mitt
ee, t
he C
ity o
f Sea
ttle
Rac
e &
Soc
ial J
ustic
e In
itiat
ive,
the
Raci
al D
ispro
port
iona
lity
in
Disc
iplin
e Co
mm
ittee
and
the
Race
and
Equ
ity A
dviso
ry C
omm
ittee
to th
e Su
perin
tend
ent.
2015
-16
Raci
al E
quity
Tea
m S
choo
ls
Balla
rd
Clev
elan
d Ra
inie
r Bea
ch
Wes
t Sea
ttle
HS
Aki K
uros
e De
nny
Was
hing
ton
Baile
y Ga
tzer
t Jo
hn S
tanf
ord
Lesc
hi
Saca
jaw
ea
2014
-15
Raci
al E
quity
Tea
m S
choo
ls
Chie
f Sea
lth
Nat
han
Hale
In
tera
genc
y W
orld
Sch
ool
Jane
Add
ams
Sout
h Sh
ore
John
Mui
r O
lym
pic
Hills
Ra
inie
r Vie
w
Thur
good
Mar
shal
l W
ing
Luke
13
How
man
y ch
ildre
n in
Sea
ttle
are
in
pres
choo
l, in
clud
ing
SPP,
Hea
d St
art,
ECEA
P, a
nd p
rivat
e pr
esch
ools?
SY 2
015-
16 S
eatt
le P
rogr
am E
nrol
lmen
t Dat
a:
Head
Sta
rt:
789
child
ren
ECEA
P: 5
12 c
hild
ren
SPP:
256
chi
ldre
n St
ep A
head
: 34
4 ch
ildre
n SP
P Pa
thw
ay:
75 c
hild
ren
Tota
l: 1
,976
chi
ldre
n
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
7
Prec
ise p
rivat
e pr
esch
ool e
nrol
lmen
t dat
a ar
e un
avai
labl
e. A
ccor
ding
to th
e Am
eric
an C
omm
unity
Sur
vey
(ACS
) dat
a, th
e es
timat
ed n
umbe
r of t
hree
and
four
yea
r old
s enr
olle
d in
“nu
rser
y or
pre
scho
ol”
in 2
012:
Tot
al e
nrol
led
thre
e an
d fo
ur y
ear o
lds:
7,7
90 (6
3% o
f all
thre
e an
d fo
ur y
ear o
lds)
Num
ber o
f thr
ee y
ear o
lds:
3,4
50 (5
3% o
f all
thre
e ye
ar o
lds)
Num
ber o
f fou
r yea
r old
s: 4
,340
(75%
of a
ll fo
ur y
ear o
lds)
So
urce
: Se
attle
Pre
scho
ol fo
r All
Initi
ativ
e: A
naly
sis o
f Pre
scho
ol E
nrol
lmen
t. Ju
ly 2
1, 2
014.
14
How
do
Seat
tle st
uden
ts d
o on
WaK
IDS
test
scor
es (d
isagg
rega
ted
by ra
ce)?
Se
e Ap
pend
ix F
for t
he 2
015-
16 W
aKid
s Dat
a Su
mm
ary.
In
add
ition
to th
is ye
ar’s
repo
rt, h
istor
ical
WaK
IDS
data
is a
vaila
ble
on th
e O
SPI w
ebsit
e:
http
://r
epor
tcar
d.os
pi.k
12.w
a.us
/WaK
idsT
rend
.asp
x?do
mai
n=W
aKID
S&ye
ar=2
015-
16&
scho
olId
=100
&O
rgTy
pe=3
&re
port
Leve
l=Di
stric
t&w
aslC
ateg
ory=
1&yr
s=20
15-
16&
char
tTyp
e=2&
prin
tabl
e=Tr
ue
15
W
hat i
s the
num
ber o
f Eng
lish
Lang
uage
Le
arne
rs (E
LL) i
n th
e sc
hool
syst
em?
Ho
w lo
ng d
oes i
t tak
e th
em to
exi
t the
EL
L pr
ogra
m?
Belo
w is
a m
acro
and
mic
ro v
iew
of t
he E
LL d
ata.
SPS
bel
ieve
s it i
s im
port
ant t
o in
clud
e th
e w
aive
d EL
Ls
who
m it
is m
anda
ted
to su
ppor
t and
Exi
ted
ELLs
for t
his y
ear a
nd la
st y
ear.
SPS
is re
quire
d to
mon
itor t
he
Exite
d EL
Ls a
s wel
l for
two
cons
ecut
ive
year
s. Su
mm
ativ
e Da
ta
• Cu
rren
t ELL
s – 6
430
(larg
est E
LL p
opul
atio
n in
the
stat
e)
• EL
L W
aive
d –
335
(thi
s is a
pop
ulat
ion
of E
LL q
ualif
ied
but f
amili
es w
aive
d EL
L se
rvic
es. T
his i
s dow
n fr
om 9
00 in
the
past
6 y
ears
) •
Exite
d –
1465
(Exi
ted
but o
ften
still
requ
ire h
igh
inte
rven
tion
and
at m
inim
um tr
ansla
tion
and
exte
nded
day
supp
ort.
Also
man
date
d to
mon
itor)
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
8
Regi
onal
Dat
a
So
urce
: SP
S st
uden
t inf
orm
atio
n sy
stem
16
How
muc
h pr
ivat
e fu
ndra
ising
occ
urs a
t ea
ch sc
hool
(e.g
. by
PTSA
or s
choo
l fo
unda
tions
)? W
hat a
re th
ose
fund
s us
ed fo
r?
In a
ggre
gate
, Sch
ool P
TAs r
aise
ove
r $3
mill
ion
for m
ultip
le su
ppor
ts fo
r sch
ools.
It v
arie
s by
scho
ol a
s to
wha
t the
y sp
end
the
mon
ey o
n. It
may
go
for p
artia
l fun
ding
for s
peci
alist
pos
ition
s (e.
g. a
rts,
phys
ical
ed
ucat
ion,
libr
ary)
, rea
ding
or m
ath
spec
ialis
ts, n
ursin
g, c
ouns
elor
, tut
ors,
pro
fess
iona
l dev
elop
men
t, an
d or
af
ter s
choo
l pro
gram
s etc
. Se
e Ap
pend
ix G
for a
tabl
e of
PTS
A an
d pr
ivat
e fu
ndin
g fo
r 201
5-20
16 sc
hool
yea
r. ht
tps:
//w
ww
.seat
tlesc
hool
s.or
g/U
serF
iles/
Serv
ers/
Serv
er_5
43/F
ile/M
igra
tion/
Gran
ts/2
015-
16%
20Gr
ants
%20
inve
ntor
y.pd
f
Educ
atio
n Ad
viso
ry G
roup
Mee
ting
– M
ay 1
1, 2
016
9
APPENDICES: TABLE OF CONTENTS
A. OSPI Reports: Seattle Public Schools 2014-15 Dropout Rates
B. Seattle Public Schools 2015-16 School-Level Suspension-Expulsion Rates
C. Figures 20 – 21 from “Breaking Schools Rules: A Statewide Study of How School Discipline Relates to Student’s Success and Juvenile Justice Involvement.” Council of State Governments Justice Center and The Public Policy Research Institute, Texas A&M University, July 2011.”
D. South Seattle High Schools 2009 Graduates' College Acceptance Rates
E. 2014-15 School Reports for Seattle Public Schools International Schools
F. 2015-16 WaKIDS Data Summary
G. SPS Grants Inventory 2015-16
Appendix A - Definitions: Annual Dropout Rates, School Year 2014-15
This dropout rate is an annual snapshot for the 2014–15 school year for all students, rather than a look over multiple years for a specific group of students. Students reported in grades 7–12 with an expected year of graduation of 2015 or later, are included in this dropout rate.
This report provides information regarding students enrolled & served during the 2014-15 school year, whose last grade level reported was in one of the Grades 7-12 whose last reported school withdrawal code met the definition of a dropout.
Net Served: The number of students enrolled during the school year year in review, in the reported Grade, "adjusted" transfers in & confirmed transfers out during the school year.
Dropout: A student who left school for any reason, except death, without completing schoolwith a regular diploma or transferring to another school with a known exit reason. A student is considered a dropout regardless of when dropping out occurs(i.e., during or between regular school terms). A student who leaves during the yearbut returns during the reporting period is not considered a dropout. Dropouts are studentsreported with a school withdrawal code of Known Dropout, Unknown Dropout, Unconfirmed Transfer or GED Completer.
Appe
ndix
A -
Tabl
e 1:
Sea
ttle
Sch
ool D
istr
ict,
Annu
al D
ropo
ut R
ates
by
Race
, Sch
ool Y
ear 2
014-
15
Dist
rict
78
910
1112
78
910
1112
78
910
1112
Seat
tle35
3734
9436
1135
2533
6832
8193
244
108
155
130
209
2.6%
7.0%
3.0%
4.4%
3.9%
6.4%
Amer
ican
Indi
an/A
lask
an N
ativ
e 32
3636
4136
283
55
43
49.
4%13
.9%
13.9
%9.
8%8.
3%14
.3%
Asia
n60
564
068
266
868
170
411
2811
3324
351.
8%4.
4%1.
6%4.
9%3.
5%5.
0%N
ativ
e Ha
wai
ian
- Oth
er P
I21
2217
1226
232
30
11
19.
5%13
.6%
0.0%
8.3%
3.8%
4.3%
Blac
k-Af
rican
Am
eric
an60
557
961
667
061
563
830
5425
2626
535.
0%9.
3%4.
1%3.
9%4.
2%8.
3%Hi
span
ic o
r Lat
ino
471
443
454
491
412
384
2332
2635
2544
4.9%
7.2%
5.7%
7.1%
6.1%
11.5
%W
hite
1547
1529
1557
1458
1428
1342
1810
533
4849
651.
2%6.
9%2.
1%3.
3%3.
4%4.
8%2
or M
ore
Race
s25
624
524
918
517
016
26
178
82
72.
3%6.
9%3.
2%4.
3%1.
2%4.
3%
Net
Ser
ved
Stud
ents
in G
rade
Num
ber o
f Dro
pout
s in
Gra
deDr
opou
t Rat
e in
Gra
de
Appendix A - Table 2: All Seattle Public School Students , Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 230 263 0 0 0 0 10.9% 6.5% 0% 0% 0% 0%Ballard High School 0 0 437 436 381 392 0% 0% 1.4% 1.8% 3.1% 2.0%Broadview-Thomson K-8 School 63 56 0 0 0 0 3.2% 10.7% 0% 0% 0% 0%Cascade Parent Partnership 10 6 0 0 19 19 0.0% 0.0% 0% 0% 5.3% 84.2%Catharine Blaine K-8 School 59 68 0 0 0 0 0.0% 19.1% 0% 0% 0% 0%Chief Sealth International High 0 0 308 281 311 301 0% 0% 3.9% 3.6% 3.2% 2.0%
Cleveland High School STEM 0 0 193 220 202 199 0% 0% 0.5% 0.0% 0.5% 0.0%David T. Denny International Middle School 318 310 0 0 0 0 1.6% 5.5% 0% 0% 0% 0%Eckstein Middle School 299 285 0 0 0 0 3.3% 4.9% 0% 0% 0% 0%Education Service Centers 0 0 2 7 8 3 0% 0% 50.0% 28.6% 0.0% 33.3%Franklin High School 0 0 353 294 331 336 0% 0% 2.3% 3.7% 3.0% 8.3%Garfield High School 0 0 469 377 383 351 0% 0% 1.1% 2.9% 1.3% 1.7%Hamilton International Middle 319 292 0 0 0 0 1.6% 8.9% 0% 0% 0% 0%Hazel Wolf K-8 114 70 0 0 0 0 4.4% 8.6% 0% 0% 0% 0%Hutch School 1 1 1 1 1 0 0.0% 0.0% 100.0% 100.0% 100.0% 0%Ingraham High School 0 0 348 327 267 247 0% 0% 1.1% 5.5% 2.6% 1.6%Interagency Programs 0 6 91 146 170 149 0% 50.0% 27.5% 11.0% 11.8% 21.5%Jane Addams Middle School 210 196 0 0 0 0 0.5% 2.6% 0% 0% 0% 0%Licton Springs K-8 8 14 0 0 0 0 12.5% 7.1% 0% 0% 0% 0%Madison Middle School 238 258 0 0 0 0 0.8% 10.1% 0% 0% 0% 0%Madrona K-8 School 32 38 0 0 0 0 6.3% 7.9% 0% 0% 0% 0%McClure Middle School 190 170 0 0 0 0 1.6% 7.6% 0% 0% 0% 0%Mercer International Middle 353 331 0 0 0 0 2.3% 4.8% 0% 0% 0% 0%Middle College High School 0 0 13 29 57 73 0% 0% 7.7% 17.2% 26.3% 19.2%Nathan Hale High School 0 0 317 297 272 242 0% 0% 2.8% 5.1% 1.8% 4.1%Nova High School 0 0 52 104 70 68 0% 0% 3.8% 3.8% 4.3% 1.5%Orca K-8 School 61 61 0 0 0 0 1.6% 14.8% 0% 0% 0% 0%Pathfinder K-8 School 56 60 0 0 0 0 0.0% 1.7% 0% 0% 0% 0%Private School Services 8 3 3 5 3 1 25.0% 33.3% 0.0% 0.0% 0.0% 0.0%Rainier Beach High School 0 0 168 143 107 115 0% 0% 2.4% 3.5% 2.8% 8.7%Residential Consortium 3 2 0 0 0 0 33.3% 100.0% 0% 0% 0% 0%Roosevelt High School 0 0 427 443 406 419 0% 0% 2.8% 2.7% 3.4% 7.2%Salmon Bay K-8 School 121 119 0 0 0 0 2.5% 9.2% 0% 0% 0% 0%Seattle World School 30 22 85 90 33 22 6.7% 0.0% 8.2% 25.6% 21.2% 18.2%South Lake High School 0 0 15 31 38 36 0% 0% 13.3% 9.7% 7.9% 11.1%South Shore PK-8 School 90 94 0 0 0 0 0.0% 14.9% 0% 0% 0% 0%The Center School 0 0 76 68 55 61 0% 0% 2.6% 2.9% 1.8% 3.3%Tops K-8 School 58 61 0 0 0 0 1.7% 19.7% 0% 0% 0% 0%Washington Middle School 359 412 0 0 0 0 3.1% 4.9% 0% 0% 0% 0%West Seattle High School 0 0 253 226 254 247 0% 0% 2.4% 4.0% 4.7% 13.4%Whitman Middle School 307 296 0 0 0 0 1.0% 2.7% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 3: American Indian/Alaskan Native, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 2 2 0 0 0 0 50.0% 50.0% 0% 0% 0% 0%Ballard High School 0 0 4 8 5 1 0% 0% 0.0% 0.0% 0.0% 0.0%Broadview-Thomson K-8 School 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%
Cascade Parent Partnership Program 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Catharine Blaine K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%
Chief Sealth International High School 0 0 5 3 8 3 0% 0% 0.0% 0.0% 0.0% 0.0%Cleveland High School STEM 0 0 1 1 0 1 0% 0% 0.0% 0.0% 0% 0.0%David T. Denny International Middle School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Eckstein Middle School 1 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Education Service Centers 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Franklin High School 0 0 2 2 2 1 0% 0% 0.0% 0.0% 50.0% 0.0%Garfield High School 0 0 2 1 3 2 0% 0% 0.0% 0.0% 0.0% 0.0%
Hamilton International Middle School 3 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Hazel Wolf K-8 2 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Hutch School 0 0 0 0 1 0 0% 0% 0% 0% 100.0% 0%Ingraham High School 0 0 1 2 2 3 0% 0% 0.0% 50.0% 0.0% 0.0%Interagency Programs 0 0 9 8 5 3 0% 0% 55.6% 25.0% 0.0% 33.3%Jane Addams Middle School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 1 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madison Middle School 2 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madrona K-8 School 2 2 0 0 0 0 50.0% 50.0% 0% 0% 0% 0%McClure Middle School 2 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Mercer International Middle School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Middle College High School 0 0 0 0 1 3 0% 0% 0% 0% 0.0% 0.0%Nathan Hale High School 0 0 4 6 2 4 0% 0% 0.0% 0.0% 0.0% 0.0%Nova High School 0 0 1 2 1 1 0% 0% 0.0% 0.0% 0.0% 0.0%Orca K-8 School 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%Pathfinder K-8 School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 3 0 1 0 0% 0% 0.0% 0% 100.0% 0%Residential Consortium 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 2 5 1 3 0% 0% 0.0% 20.0% 0.0% 66.7%Salmon Bay K-8 School 1 1 0 0 0 0 0.0% 100.0% 0% 0% 0% 0%Seattle World School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%South Lake High School 0 0 0 0 1 0 0% 0% 0% 0% 0.0% 0%South Shore PK-8 School 0 2 0 0 0 0 0% 0.0% 0% 0% 0% 0%The Center School 0 0 1 0 1 1 0% 0% 0.0% 0% 0.0% 0.0%Tops K-8 School 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%Washington Middle School 4 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%West Seattle High School 0 0 1 3 2 2 0% 0% 0.0% 0.0% 0.0% 50.0%Whitman Middle School 6 5 0 0 0 0 16.7% 0.0% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 4: Asian, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 89 104 0 0 0 0 3.4% 3.8% 0% 0% 0% 0%Ballard High School 0 0 26 25 36 29 0% 0% 0.0% 8.0% 11.1% 0.0%Broadview-Thomson K-8 School 7 11 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%
Cascade Parent Partnership Program 0 0 0 0 0 3 0% 0% 0% 0% 0% 66.7%Catharine Blaine K-8 School 7 5 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%
Chief Sealth International High School 0 0 55 49 59 51 0% 0% 0.0% 6.1% 6.8% 2.0%Cleveland High School STEM 0 0 91 97 91 88 0% 0% 1.1% 0.0% 0.0% 0.0%David T. Denny International Middle School 56 42 0 0 0 0 1.8% 0.0% 0% 0% 0% 0%Eckstein Middle School 30 39 0 0 0 0 6.7% 7.7% 0% 0% 0% 0%Education Service Centers 0 0 0 1 2 0 0% 0% 0% 100.0% 0.0% 0%Franklin High School 0 0 186 153 177 193 0% 0% 1.1% 3.3% 1.1% 7.3%Garfield High School 0 0 67 77 72 79 0% 0% 0.0% 5.2% 2.8% 1.3%
Hamilton International Middle School 37 25 0 0 0 0 0.0% 12.0% 0% 0% 0% 0%Hazel Wolf K-8 10 6 0 0 0 0 10.0% 16.7% 0% 0% 0% 0%Hutch School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Ingraham High School 0 0 50 51 52 54 0% 0% 4.0% 5.9% 0.0% 0.0%Interagency Programs 0 0 4 10 17 13 0% 0% 25.0% 20.0% 11.8% 23.1%Jane Addams Middle School 22 38 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 1 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madison Middle School 27 20 0 0 0 0 0.0% 10.0% 0% 0% 0% 0%Madrona K-8 School 0 1 0 0 0 0 0% 0.0% 0% 0% 0% 0%McClure Middle School 20 16 0 0 0 0 0.0% 6.3% 0% 0% 0% 0%
Mercer International Middle School 148 168 0 0 0 0 0.7% 3.0% 0% 0% 0% 0%Middle College High School 0 0 1 5 6 7 0% 0% 0.0% 0.0% 33.3% 28.6%Nathan Hale High School 0 0 40 35 42 33 0% 0% 2.5% 2.9% 4.8% 3.0%Nova High School 0 0 3 9 4 5 0% 0% 0.0% 11.1% 0.0% 0.0%Orca K-8 School 4 5 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Pathfinder K-8 School 7 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 43 44 28 26 0% 0% 2.3% 0.0% 0.0% 3.8%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 54 49 49 60 0% 0% 1.9% 2.0% 4.1% 5.0%Salmon Bay K-8 School 4 6 0 0 0 0 0.0% 16.7% 0% 0% 0% 0%Seattle World School 11 4 25 20 10 8 9.1% 0.0% 4.0% 35.0% 30.0% 25.0%South Lake High School 0 0 2 4 1 3 0% 0% 0.0% 25.0% 0.0% 0.0%South Shore PK-8 School 26 28 0 0 0 0 0.0% 3.6% 0% 0% 0% 0%The Center School 0 0 4 4 5 4 0% 0% 0.0% 25.0% 0.0% 0.0%Tops K-8 School 8 15 0 0 0 0 12.5% 6.7% 0% 0% 0% 0%Washington Middle School 71 79 0 0 0 0 1.4% 6.3% 0% 0% 0% 0%West Seattle High School 0 0 31 35 30 48 0% 0% 3.2% 2.9% 3.3% 10.4%Whitman Middle School 19 24 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 5: Native Hawaiian/Other Pacific Islander, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 4 6 0 0 0 0 25.0% 0.0% 0% 0% 0% 0%Ballard High School 0 0 1 1 2 1 0% 0% 0.0% 100.0% 0.0% 0.0%Broadview-Thomson K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%
Cascade Parent Partnership Program 0 0 0 0 1 0 0% 0% 0% 0% 0.0% 0%Catharine Blaine K-8 School 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%
Chief Sealth International High School 0 0 6 3 6 6 0% 0% 0.0% 0.0% 0.0% 0.0%Cleveland High School STEM 0 0 0 0 4 5 0% 0% 0% 0% 0.0% 0.0%David T. Denny International Middle School 6 5 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%Eckstein Middle School 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Education Service Centers 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Franklin High School 0 0 1 0 2 0 0% 0% 0.0% 0% 0.0% 0%Garfield High School 0 0 1 1 1 0 0% 0% 0.0% 0.0% 0.0% 0%
Hamilton International Middle School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Hazel Wolf K-8 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Hutch School 0 1 0 0 0 0 0% 0.0% 0% 0% 0% 0%Ingraham High School 0 0 1 1 0 0 0% 0% 0.0% 0.0% 0% 0%Interagency Programs 0 0 1 0 4 5 0% 0% 0.0% 0% 0.0% 0.0%Jane Addams Middle School 2 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Licton Springs K-8 0 1 0 0 0 0 0% 0.0% 0% 0% 0% 0%Madison Middle School 2 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madrona K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%McClure Middle School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%
Mercer International Middle School 2 2 0 0 0 0 50.0% 0.0% 0% 0% 0% 0%Middle College High School 0 0 0 0 1 1 0% 0% 0% 0% 100.0% 100.0%Nathan Hale High School 0 0 3 0 1 1 0% 0% 0.0% 0% 0.0% 0.0%Nova High School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Orca K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Pathfinder K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Private School Services 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 2 2 3 3 0% 0% 0.0% 0.0% 0.0% 0.0%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 0 1 0 0 0% 0% 0% 0.0% 0% 0%Salmon Bay K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Seattle World School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%South Lake High School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%South Shore PK-8 School 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%The Center School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Tops K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Washington Middle School 0 5 0 0 0 0 0% 20.0% 0% 0% 0% 0%West Seattle High School 0 0 1 3 1 1 0% 0% 0.0% 0.0% 0.0% 0.0%Whitman Middle School 2 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 6: Black/African American, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 77 98 0 0 0 0 14.3% 12.2% 0% 0% 0% 0%Ballard High School 0 0 14 25 21 19 0% 0% 0.0% 0.0% 0.0% 5.3%
Broadview-Thomson K-8 School 10 16 0 0 0 0 10.0% 18.8% 0% 0% 0% 0%Cascade Parent Partnership Program 1 0 0 0 1 1 0.0% 0% 0% 0% 0.0% 100.0%Catharine Blaine K-8 School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Chief Sealth International High School 0 0 66 65 65 61 0% 0% 4.5% 4.6% 1.5% 3.3%Cleveland High School STEM 0 0 55 85 70 68 0% 0% 0.0% 0.0% 1.4% 0.0%David T. Denny International Middle School 60 68 0 0 0 0 1.7% 7.4% 0% 0% 0% 0%Eckstein Middle School 15 14 0 0 0 0 13.3% 0.0% 0% 0% 0% 0%Education Service Centers 0 0 1 2 3 1 0% 0% 100.0% 0.0% 0.0% 100.0%Franklin High School 0 0 101 88 80 98 0% 0% 5.0% 3.4% 6.3% 8.2%Garfield High School 0 0 125 97 101 98 0% 0% 0.0% 1.0% 1.0% 1.0%Hamilton International Middle School 4 6 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Hazel Wolf K-8 7 7 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Hutch School 0 0 0 1 0 0 0% 0% 0% 100.0% 0% 0%Ingraham High School 0 0 18 30 23 25 0% 0% 5.6% 0.0% 4.3% 4.0%Interagency Programs 0 2 30 52 68 66 0% 50.0% 16.7% 7.7% 11.8% 22.7%Jane Addams Middle School 25 26 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 2 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madison Middle School 35 30 0 0 0 0 0.0% 16.7% 0% 0% 0% 0%Madrona K-8 School 14 23 0 0 0 0 7.1% 0.0% 0% 0% 0% 0%McClure Middle School 12 8 0 0 0 0 16.7% 25.0% 0% 0% 0% 0%Mercer International Middle School 98 62 0 0 0 0 4.1% 12.9% 0% 0% 0% 0%Middle College High School 0 0 0 2 8 20 0% 0% 0% 0.0% 37.5% 15.0%Nathan Hale High School 0 0 30 41 26 38 0% 0% 3.3% 4.9% 0.0% 2.6%Nova High School 0 0 3 6 7 4 0% 0% 0.0% 16.7% 14.3% 0.0%Orca K-8 School 27 11 0 0 0 0 0.0% 18.2% 0% 0% 0% 0%Pathfinder K-8 School 4 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 0 0 1 0 1 0 0% 0% 0.0% 0% 0.0% 0%Rainier Beach High School 0 0 87 70 54 63 0% 0% 3.4% 5.7% 3.7% 6.3%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 18 21 17 16 0% 0% 5.6% 0.0% 0.0% 25.0%Salmon Bay K-8 School 3 3 0 0 0 0 0.0% 33.3% 0% 0% 0% 0%Seattle World School 9 8 26 42 8 6 11.1% 0.0% 7.7% 16.7% 0.0% 16.7%South Lake High School 0 0 7 13 26 11 0% 0% 14.3% 0.0% 7.7% 9.1%South Shore PK-8 School 42 41 0 0 0 0 0.0% 19.5% 0% 0% 0% 0%The Center School 0 0 3 5 2 3 0% 0% 0.0% 0.0% 0.0% 33.3%Tops K-8 School 22 11 0 0 0 0 0.0% 9.1% 0% 0% 0% 0%Washington Middle School 107 123 0 0 0 0 6.5% 4.1% 0% 0% 0% 0%West Seattle High School 0 0 31 25 34 40 0% 0% 6.5% 0.0% 2.9% 20.0%Whitman Middle School 30 16 0 0 0 0 0.0% 6.3% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 7: Hispanic or Latino, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 40 35 0 0 0 0 17.5% 0.0% 0% 0% 0% 0%Ballard High School 0 0 47 44 34 41 0% 0% 2.1% 2.3% 8.8% 2.4%Broadview-Thomson K-8 School 13 16 0 0 0 0 0.0% 12.5% 0% 0% 0% 0%
Cascade Parent Partnership Program 3 0 0 0 0 2 0.0% 0% 0% 0% 0% 100.0%Catharine Blaine K-8 School 5 4 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%Chief Sealth International High School 0 0 75 80 77 78 0% 0% 6.7% 3.8% 2.6% 3.8%Cleveland High School STEM 0 0 23 18 17 22 0% 0% 0.0% 0.0% 0.0% 0.0%David T. Denny International Middle School 100 84 0 0 0 0 3.0% 6.0% 0% 0% 0% 0%Eckstein Middle School 24 31 0 0 0 0 8.3% 6.5% 0% 0% 0% 0%Education Service Centers 0 0 0 3 3 1 0% 0% 0% 0.0% 0.0% 0.0%Franklin High School 0 0 33 28 33 14 0% 0% 0.0% 3.6% 0.0% 14.3%Garfield High School 0 0 33 39 35 27 0% 0% 6.1% 2.6% 0.0% 3.7%
Hamilton International Middle School 23 17 0 0 0 0 8.7% 23.5% 0% 0% 0% 0%Hazel Wolf K-8 15 8 0 0 0 0 6.7% 0.0% 0% 0% 0% 0%Hutch School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Ingraham High School 0 0 43 46 28 20 0% 0% 0.0% 15.2% 7.1% 5.0%Interagency Programs 0 3 23 41 33 28 0% 33.3% 39.1% 12.2% 18.2% 21.4%Jane Addams Middle School 26 15 0 0 0 0 3.8% 13.3% 0% 0% 0% 0%Licton Springs K-8 0 3 0 0 0 0 0% 0.0% 0% 0% 0% 0%Madison Middle School 34 31 0 0 0 0 2.9% 6.5% 0% 0% 0% 0%Madrona K-8 School 8 4 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%McClure Middle School 20 23 0 0 0 0 5.0% 8.7% 0% 0% 0% 0%
Mercer International Middle School 55 53 0 0 0 0 3.6% 3.8% 0% 0% 0% 0%Middle College High School 0 0 1 2 11 14 0% 0% 0.0% 0.0% 18.2% 42.9%Nathan Hale High School 0 0 35 47 28 24 0% 0% 8.6% 8.5% 3.6% 4.2%Nova High School 0 0 7 5 4 4 0% 0% 0.0% 0.0% 0.0% 0.0%Orca K-8 School 3 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Pathfinder K-8 School 6 11 0 0 0 0 0.0% 9.1% 0% 0% 0% 0%Private School Services 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 21 19 12 14 0% 0% 0.0% 5.3% 0.0% 28.6%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 41 39 43 33 0% 0% 2.4% 0.0% 4.7% 12.1%Salmon Bay K-8 School 9 9 0 0 0 0 11.1% 0.0% 0% 0% 0% 0%Seattle World School 8 8 28 25 15 6 0.0% 0.0% 14.3% 32.0% 26.7% 16.7%South Lake High School 0 0 4 11 8 15 0% 0% 0.0% 9.1% 12.5% 13.3%South Shore PK-8 School 10 10 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%The Center School 0 0 8 8 2 4 0% 0% 0.0% 0.0% 0.0% 0.0%Tops K-8 School 5 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Washington Middle School 24 32 0 0 0 0 0.0% 6.3% 0% 0% 0% 0%West Seattle High School 0 0 32 36 29 37 0% 0% 3.1% 8.3% 6.9% 27.0%Whitman Middle School 40 40 0 0 0 0 5.0% 7.5% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 8: White, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 10 7 0 0 0 0 10.0% 0.0% 0% 0% 0% 0%Ballard High School 0 0 325 306 266 285 0% 0% 1.5% 1.3% 1.9% 1.8%Broadview-Thomson K-8 School 27 9 0 0 0 0 3.7% 11.1% 0% 0% 0% 0%
Cascade Parent Partnership Program 5 4 0 0 15 13 0.0% 0.0% 0% 0% 6.7% 84.6%Catharine Blaine K-8 School 42 50 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%Chief Sealth International High School 0 0 86 60 79 87 0% 0% 3.5% 1.7% 3.8% 0.0%Cleveland High School STEM 0 0 14 11 17 6 0% 0% 0.0% 0.0% 0.0% 0.0%David T. Denny International Middle School 76 91 0 0 0 0 0.0% 5.5% 0% 0% 0% 0%Eckstein Middle School 206 173 0 0 0 0 1.0% 4.0% 0% 0% 0% 0%Education Service Centers 0 0 0 1 0 0 0% 0% 0% 100.0% 0% 0%Franklin High School 0 0 19 17 27 21 0% 0% 5.3% 11.8% 7.4% 14.3%Garfield High School 0 0 202 140 152 125 0% 0% 1.0% 2.9% 1.3% 1.6%Hamilton International Middle School 225 229 0 0 0 0 1.3% 7.9% 0% 0% 0% 0%Hazel Wolf K-8 65 43 0 0 0 0 3.1% 9.3% 0% 0% 0% 0%Hutch School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Ingraham High School 0 0 201 184 151 130 0% 0% 0.5% 3.8% 2.6% 1.5%Interagency Programs 0 1 17 31 32 26 0% 100.0% 23.5% 6.5% 6.3% 23.1%Jane Addams Middle School 109 101 0 0 0 0 0.0% 3.0% 0% 0% 0% 0%Licton Springs K-8 3 5 0 0 0 0 33.3% 20.0% 0% 0% 0% 0%Madison Middle School 116 152 0 0 0 0 0.0% 9.9% 0% 0% 0% 0%Madrona K-8 School 5 4 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%McClure Middle School 122 106 0 0 0 0 0.0% 6.6% 0% 0% 0% 0%
Mercer International Middle School 35 23 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Middle College High School 0 0 8 19 26 27 0% 0% 12.5% 26.3% 26.9% 7.4%Nathan Hale High School 0 0 177 147 156 131 0% 0% 1.1% 4.8% 1.3% 4.6%Nova High School 0 0 34 73 49 52 0% 0% 5.9% 1.4% 4.1% 1.9%Orca K-8 School 22 29 0 0 0 0 4.5% 17.2% 0% 0% 0% 0%Pathfinder K-8 School 32 37 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 7 3 2 5 1 1 28.6% 33.3% 0.0% 0.0% 0.0% 0.0%Rainier Beach High School 0 0 5 3 5 5 0% 0% 0.0% 0.0% 0.0% 20.0%Residential Consortium 2 1 0 0 0 0 50.0% 100.0% 0% 0% 0% 0%Roosevelt High School 0 0 274 302 272 282 0% 0% 3.3% 2.3% 3.7% 5.7%Salmon Bay K-8 School 96 92 0 0 0 0 2.1% 6.5% 0% 0% 0% 0%Seattle World School 2 2 4 3 0 2 0.0% 0.0% 0.0% 33.3% 0% 0.0%South Lake High School 0 0 1 1 0 3 0% 0% 0.0% 0.0% 0% 0.0%South Shore PK-8 School 4 8 0 0 0 0 0.0% 12.5% 0% 0% 0% 0%The Center School 0 0 53 49 39 46 0% 0% 1.9% 2.0% 2.6% 2.2%Tops K-8 School 23 30 0 0 0 0 0.0% 26.7% 0% 0% 0% 0%Washington Middle School 126 143 0 0 0 0 1.6% 4.2% 0% 0% 0% 0%West Seattle High School 0 0 135 106 141 100 0% 0% 1.5% 4.7% 5.7% 9.0%Whitman Middle School 187 186 0 0 0 0 0.0% 2.2% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
Appendix A - Table 9: 2 or More Races, Annual Dropout Rates, School Year 2014-15
School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 8 11 0 0 0 0 12.5% 0.0% 0% 0% 0% 0%Ballard High School 0 0 20 27 17 16 0% 0% 0.0% 0.0% 0.0% 6.3%Broadview-Thomson K-8 School 5 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Cascade Parent Partnership Program 1 2 0 0 2 0 0.0% 0.0% 0% 0% 0.0% 0%Catharine Blaine K-8 School 4 6 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%
Chief Sealth International High School 0 0 15 21 17 15 0% 0% 6.7% 0.0% 0.0% 0.0%Cleveland High School STEM 0 0 9 8 3 9 0% 0% 0.0% 0.0% 0.0% 0.0%David T. Denny International Middle School 19 18 0 0 0 0 0.0% 5.6% 0% 0% 0% 0%Eckstein Middle School 22 27 0 0 0 0 9.1% 7.4% 0% 0% 0% 0%Education Service Centers 0 0 1 0 0 1 0% 0% 0.0% 0% 0% 0.0%Franklin High School 0 0 11 6 10 9 0% 0% 0.0% 0.0% 0.0% 11.1%Garfield High School 0 0 39 22 19 20 0% 0% 2.6% 4.5% 0.0% 5.0%
Hamilton International Middle School 27 15 0 0 0 0 0.0% 6.7% 0% 0% 0% 0%Hazel Wolf K-8 14 5 0 0 0 0 7.1% 20.0% 0% 0% 0% 0%Hutch School 1 0 1 0 0 0 0.0% 0% 100.0% 0% 0% 0%Ingraham High School 0 0 34 13 11 15 0% 0% 0.0% 0.0% 0.0% 0.0%Interagency Programs 0 0 7 4 11 8 0% 0% 14.3% 25.0% 18.2% 12.5%Jane Addams Middle School 25 14 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Madison Middle School 22 20 0 0 0 0 4.5% 10.0% 0% 0% 0% 0%Madrona K-8 School 3 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%McClure Middle School 14 15 0 0 0 0 0.0% 6.7% 0% 0% 0% 0%Mercer International Middle School 14 21 0 0 0 0 0.0% 4.8% 0% 0% 0% 0%Middle College High School 0 0 3 1 4 1 0% 0% 0.0% 0.0% 0.0% 0.0%Nathan Hale High School 0 0 28 21 17 11 0% 0% 7.1% 4.8% 0.0% 9.1%Nova High School 0 0 4 9 5 2 0% 0% 0.0% 11.1% 0.0% 0.0%Orca K-8 School 5 11 0 0 0 0 0.0% 9.1% 0% 0% 0% 0%Pathfinder K-8 School 6 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 0 0 0 0 1 0 0% 0% 0% 0% 0.0% 0%Rainier Beach High School 0 0 7 5 4 4 0% 0% 0.0% 0.0% 0.0% 0.0%Residential Consortium 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%Roosevelt High School 0 0 38 26 24 25 0% 0% 0.0% 11.5% 0.0% 4.0%Salmon Bay K-8 School 8 8 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%Seattle World School 0 0 2 0 0 0 0% 0% 0.0% 0% 0% 0%South Lake High School 0 0 1 2 2 4 0% 0% 100.0% 50.0% 0.0% 25.0%South Shore PK-8 School 7 5 0 0 0 0 0.0% 40.0% 0% 0% 0% 0%The Center School 0 0 7 2 6 3 0% 0% 14.3% 0.0% 0.0% 0.0%Tops K-8 School 0 2 0 0 0 0 0% 50.0% 0% 0% 0% 0%Washington Middle School 27 27 0 0 0 0 3.7% 3.7% 0% 0% 0% 0%West Seattle High School 0 0 22 18 17 19 0% 0% 0.0% 0.0% 0.0% 0.0%Whitman Middle School 23 25 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%
Net Served Students in Grade Dropout Rate in Grade
APPENDIX B: Seattle Public Schools 2015-16 School-Level Suspension-Expulsion Rates
Data as of 3/29 123 School Days (68.33% of School Year)
What are the causes of suspension/expulsion:
Hard to track since behavior codes have changed. Primary reasons include: Fighting (E240), Interference with School Authorities (E520), Possessing/Using Marijuana (E133), Disruptive Conduct (D110), Assault (E210), Threats of Violence (E250), and Disobedience (D130).
How many students are being suspended each year:
What are the suspension/expulsion rates for middle school and high school students (overall)?
1509
975
452
14-15 SY 15-16 SY
Actual Projected
10.1%
6.0%
2.8%
14-15 SY 15-16 SY
Actual Projected
B-1
What are the suspension/expulsion rates for middle school and high school students (by school)?
14%
4%
14%
2%
6%
10%
3%
6%
4%
3%
1%
4%
8%
5%
7%
34%
5%
9%
6%
1%
10%
6%
16%
2%
1%
9%
19%
7%
2%
11%
8%
8%
7%
3%
6%
2%
3%
9%
5%
8%
3%
3%
1%
4%
6%
4%
7%
18%
7%
8%
4%
6%
9%
1%
20%
3%
1%
3%
37%
3%
2%
11%
5%
9%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Aki Kurose Middle School
Ballard High School
Broadview-Thomson K-8…
Catharine Blaine K-8 School
Chief Sealth Intl HS
David T. Denny Intl MS
Eckstein Middle School
Franklin High School
Garfield High School
Hamilton Intl MS
Hazel Wolf K-8
Ingraham High School
Jane Addams MS
Licton Springs K-8
Madison Middle School
Madrona K-8 School
McClure Middle School
Mercer Intl MS
Nathan Hale High School
Nova High School
Orca K-8 School
Pathfinder K-8 School
Rainier Beach High School
Roosevelt High School
Salmon Bay K-8 School
Seattle World School
South Lake High School
The Center School
TOPS K-8 School
Washington Middle School
West Seattle High School
Whitman Middle School
SY15 SY16 SY16 projected
B-2
Appendix C: Figures 20 – 21 from “Breaking Schools Rules: A Statewide Study of How School Discipline Relates to Student’s Success and Juvenile Justice Involvement.” Council of State Governments Justice Center and The Public Policy Research Institute, Texas A&M University, July 2011.”
C-1
Road MapProjectRegion
AuburnSchoolDistrict
FederalWay PublicSchools
HighlinePublicSchools
KentSchoolDistrict
RentonSchoolDistrict
SouthSeale
TukwilaSchoolDistrict
38%N = 6,538
37%N = 1,283
47%N = 1,535 36%
N = 1,00737%N = 994
30%N = 834
38%N = 740 26%
N = 145
Academic year (or High school graduang class)
If available, list sorted by schools with more None students
Technical NotesThis indicator shows the percent of high school graduates who earned a 2-year or 4-year postsecondary credenal by age 24 (i.e. 6-years aer their expected highschool graduaon). Bar graphs above include students who graduated high school in 2009. DATA SOURCE(S). OSPI CEDARS student-level data via ERDC · Naonal Stu-dent Clearinghouse (NSC) via ERDC. *Sup = Suppression. To protect student privacy, data is suppressed for student groups with fewer than 10 students. An addionallayer of suppression is applied in cases where only one subgroup has fewer than 10 students.
II. Select a district and school to compare subgroups
All
Asian
White
African
American
Hispanic/
Lano
American-
Indian
Female
Male
Non-
Homeless
Homeless
25%N=12
24%N=8019%
N=328
59%N=237
39%N=350 36%
N=993
7%N=14
34%N=474
38%N=533
36%N=1,007
Schoolall schools
District (or region)South Seale
2009 percent of high school graduates who completed postsecondary at all schools in South Seale
Abc
2009 percent of All high school graduates who completed postsecondary
Acon areac. Earn a College Degree or Career Credenal
Indicatorhigh school graduates who completed postsecondary
Year/Graduang class2009
SubgroupAll
I. Select an acon area, indicator, year and subgroup to display figures
Thank you for using the Road Map Project Annual Indicator Dashboard. This dashboard is provided by Community Center forEducaon Results (CCER) and located on our website at: hp://www.roadmapproject.org/dashboard If you are interested inusing these data in community meengs, please contact CCER at: [email protected]. Download to save as PDF
Feedback survey: hps://www.surveymonkey.com..
Instrucon guide: hp://www.roadmapproject.org..
Select [CTRL+"click"] one or more district bars to examine trends and school list
Select [CTRL+"click"] one or more subgroup bars to examine trends
Academic year (or High school graduang class)
Updated: 04/19/2016
Appendix D: South Seattle High Schools 2009 Graduates' College Acceptance Rates
D-1
Appendix E: 2014-15 School Reports for Seattle Public Schools International Schools
North
John Stanford International School
McDonald International School
Hamilton International Middle School
Ingraham High School - an International School
Southwest
Concord International School
Denny International Middle School
Chief Sealth International High School
Southeast
Beacon Hill International School
Dearborn Park International School
Mercer International Middle School
E-1
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
3rd graders demonstrating grade level proficiency in English Language Arts
3rd graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in mathematics
5th graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in English Language Arts
5th graders demonstrating grade level proficiency in English Language Arts
62%
64%
64%
56%
65%
66%
83% 75%
78% 80%
86% 81%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
# Students: 469
# Teachers: 25
Students per teacher: 19
Average daily attendance: 96.6%
Student mobility: 3%
John Stanford International School
Seattle Public Schools Segmentation Level: n/a
67%68% 65%
87%92%72%
77%79% 73%
77%
81%
83%
14–1513–14
90%
93%
89%
66%
88%
78%
83%
80%
85%
14–1513–14
School Results District ES Average
71%
69%
77%
School Report for 2014–15 School Yearstanfordes.seattleschools.org
Deirdre Fauntleroy, Principal
Results for each survey category equal the average positive responses for a subset of questions. See results here:
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District ES Average
Average Positive Responses*School Results District ES Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District elementary school averageNative American 1%
Black 1%
Hispanic 13%
Asian/Pacific Islander 11%
White 57%
Free/Reduced Lunch 8%
English Language Learners 4%
Special Education 5%
10%
All District Elementaries
Advanced Learning Eligible
Multiracial/Unknown 17%
This SchoolData as of Oct. 1, 2014
5th graders demonstrating grade level proficiency in science
89%72%76%84%
Families responding to survey 25%31%
tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
v1.1
70%
91%
88%
58%
64%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
31%
34%
45%
79%
65%
41%
21%
45%
School District Avg
80%
92%
83%
58%
64%
35%
31%
41%
74%
68%
39%
26%
41%
84%Multiracial 68% 81% 65%
100%Gifted 94% 100% 94%
85%All Students 64% 83% 61%
E-2
Annual
Budget
Report
We focus on student learning that leads to active global citizenship: academic rigor, social emotional aptitude, cultural competency, proficiency in an immersion language, awareness of global issues and the passion to act, cultivation of a JOY of learning.
John Stanford International School is and award-winning elementary school with the goal of educating students who demonstrate excellence in academics, communication, cultural and global competence and international language. All students participate in our language immersion program; learning subjects such as math and science in Japanese or Spanish for half the day. We strive to simultaneously enhance achievement in core subjects and to build proficiency in the target language. Language Arts is taught in English. We use the workshop model in both reading and writing. All subjects are aligned to Common Core State Standards. Instruction is designed to accommodate the needs of all learners students who need extra support and those who need an extra challenge. One of the unique attributes of John Stanford International School is the integration of global perspectives into our core curriculum. Teachers collaborate in grade level teams to incorporate a variety of cultural, historical and linguistic perspectives not only through our social studies curriculum but also through folktales, music, art, PE and community celebrations.
By focusing on research proven strategies such as aligning curriculum, increasing collaboration time for teachers and increasing student self-efficacy, we endeavor to increase the number of students who pass the English Language Arts Smarter Balanced assessment: -From 90% (in 3rd grade) to 95% (as current 4th graders) -From 88% (in 4th grade) to 90% (as current 5th graders)
One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, reach out to our volunteer coordinator and/or consider joining the school's Building Leadership Team to help shape your school's improvement plan.
$3,071,056
Per-Student Funding:
$6,735All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
1%
Grant &
Other
19%
Basic & Voc
Ed
76%
Special Ed
4%
456
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
John Stanford International School
School Plan & Budget for the 2015–16 School Year
Deirdre Fauntleroy, Principal
E-3
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
3rd graders demonstrating grade level proficiency in English Language Arts
3rd graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in mathematics
5th graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in English Language Arts
5th graders demonstrating grade level proficiency in English Language Arts
62%
64%
64%
56%
65%
66%
79% 75%
77% 80%
89% 81%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
# Students: 408
# Teachers: 23
Students per teacher: 18
Average daily attendance: 96.4%
Student mobility: 2%
McDonald Int'l Elementary
Seattle Public Schools Segmentation Level: n/a
63%74% 65%
77%97%
72%
72%83% 73%
77%
81%
83%
14–1513–14
86%
90%
71%
86%
68%
86%
76%
76%
85%
14–1513–14
School Results District ES Average
71%
69%
77%
School Report for 2014–15 School Yearmcdonaldes.seattleschools.org
Daniel Golosman, Principal
Results for each survey category equal the average positive responses for a subset of questions. See results here:
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District ES Average
Average Positive Responses*School Results District ES Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District elementary school averageNative American 0%
Black 0%
Hispanic 12%
Asian/Pacific Islander 5%
White 68%
Free/Reduced Lunch 6%
English Language Learners 0%
Special Education 5%
5%
All District Elementaries
Advanced Learning Eligible
Multiracial/Unknown 15%
This SchoolData as of Oct. 1, 2014
5th graders demonstrating grade level proficiency in science
100%72%76%79%
Families responding to survey 25%42%
tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
v1.1
83%
82%
31%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
31%
34%
45%
79%
65%
41%
21%
45%
School District Avg
72%
87%
33%
35%
31%
41%
74%
68%
39%
26%
41%
83%Multiracial 68% 92% 65%
Gifted 94% 94%
81%All Students 64% 84% 61%
E-4
Annual
Budget
Report
Through teaching and practicing our core values, our school community will challenge stereotypes and promote social justice in a diverse world. We will foster academic achievment through integrated, collaborative learning. In our international education (cont'd below)
We teach Japanese and Spanish in a language immersion model, and focus on global perspectives through social studies. We make use of best practices in balanced literacy and math instruction, as well as effective use of Multi-Tiered Systems of Supports. Our professional learning community (PLC) teams meet regularly to monitor student progress on formative and summative assessments and adjust instruction as needed. At McDonald International School we have eight Core Values: Cultural Competence: We seek to understand, appreciate, and effectively communicate with people across cultures. Respect: We treat others as we want to be treated. Responsibility: We are accountable for our choices, actions and words. Justice: We work for equal rights, freedom from bias, and fair treatment for all. Empathy: We understand and enter into another’s feelings. Courage: We have the strength to do the right thing. Honesty: We are truthful members of our community. Perseverance: We are determined to keep working and trying even when things feel hard.
(Cont'd from above) program, students will celebrate their own identity as they investigate the world, recognize different perspectives, and communicate effectively across cultures so they are empowered to take action. School Goals: At McDonald International School, we have focused our goals on Math, Reading, Writing, Behavioral/Social-Emotional, and Advanced Learning Opportunities.
One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan.
$3,013,919
Per-Student Funding:
$6,538All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Grant &
Other
19%
Special Ed
6% Basic & Voc
Ed
75%
461
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
McDonald International Elementary
School Plan & Budget for the 2015–16 School Year
Daniel Golosman, Principal
E-5
Students with fewer than 10 absences in the school year
6th graders demonstrating grade level proficiency in English Language Arts
6th graders demonstrating grade level proficiency in mathematics
7th graders demonstrating grade level proficiency in mathematics
8th graders demonstrating grade level proficiency in mathematics
7th graders demonstrating grade level proficiency in English Language Arts
8th graders demonstrating grade level proficiency in English Language Arts
64%
58%
61%
56%
62%
61%
71% 66%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
Average daily attendance: 95.0%
Student mobility: 4%
Hamilton Int'l Middle School
Seattle Public Schools Segmentation Level: n/a
67%
14–1513–14
74%
78%
74%
69%
69%
63%
70%
14–1513–14
School Results District MS Average
School Report for 2014–15 School Yearhamiltonms.seattleschools.org
Tipton Blish, Principal
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District MS Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
Spring 2015 School average compared to District middle school averageNative American 0%
Black 3%
Hispanic 6%
Asian/Pacific Islander 9%
White 74%
Free/Reduced Lunch 9%
English Language Learners 2%
Special Education 10%
61%
All District Middle Schools
Advanced Learning Eligible
Multiracial/Unknown 7%
This SchoolData as of Oct. 1, 2014
8th graders demonstrating grade level proficiency in science
91%67%77%83%
Students taking and passing the Algebra I course by 8th grade
51%64%
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Student motivation and engagement
Family satisfaction with school quality
76% 75%
75% 70%
63%66% 52%
64%62% 69%
64%65% 63%
73%
73%
75%
76%
55%
66%
67%
Average Positive Responses*School Results District MS Average
14–1513–1414–1513–14
Families responding to survey 21%29%
Results for each survey category equal the average positive responses for a subset of questions. See results here: tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
# Students: 956
# Teachers: 50
Students per teacher: 19
v1.1
35%
43%
66%
74%
25%
20%
37%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
33%
31%
47%
75%
71%
43%
17%
33%
School District Avg
40%
50%
75%
78%
41%
60%
52%
28%
29%
40%
70%
71%
40%
25%
26%
64%Multiracial 66% 73% 60%
81%Gifted 85% 86% 86%
69%All Students 62% 74% 58%
E-6
Annual
Budget
Report
Hamilton International Middle School, a rigorous academic and collaborative learning community, educates students to succeed and contribute in a diverse world. At Hamilton we value continuous growth, respect, diversity, integrity, and teamwork.
Hamilton International Middle School continues to be a highly collaborative, rigorous academic, growth-minded middle school. Our teaching and support staff work together to ensure every student has access to strong and appropriate curriculum and to identify the learning needs of each student. We develop strong partnerships with our family and community in support of this work. Our students learn to understand global issues and how to have a role in the world. Math: We offer six levels of math classes to meet each students' learning needs. We have also implemented a co-teaching model in math classes for targeted students currently not meeting standard on the SBA. Teachers are working collaboratively to provide math interventions during the school day. Additionally, teachers are developing common assessments and transitioning to standards based instruction in order to better support student progress and provide students with multiple opportunities to demonstrate proficiency. Reading and Writing: We have implemented a co-teaching model in many Language Arts classes to support struggling learners. Teachers are collaboratively aligning the curriculum to the Common Core State Standards and developing common formative assessments.
Math: We will increase the percentage of students proficient on the SBA Math assessment: 6th grade from 85% to 88%; 7th grade from 89% to 91%; 8th grade from 81% to 86%. Reading and Writing: We will increase the percentage of students proficient on the SBA ELA assessment: 6th grade from 81% to 86%; 7th grade from 83% to 87%; 8th grade from 76% to 82%.
One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan.
$7,035,765
Per-Student Funding:
$6,588All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
1%
Grant &
Other
1%
Basic & Voc
Ed
80%
Special Ed
18%
1068
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Hamilton International Middle School
School Plan & Budget for the 2015–16 School Year
Tipton Blish, Principal
E-7
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
10th graders demonstrating grade level proficiency in English Language Arts
11th graders demonstrating grade level proficiency in English Language Arts
9th and 10th graders proficient on the state Algebra & Geometry tests
10th graders meeting state testing requirements for graduation
11th graders demonstrating grade level proficiency in mathematics
9th and 10th graders proficient on the state Biology test
75%
10%
41%71%
58%
6%
71% 70%
49% 51%
64% 71%
72% 71%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
Average daily attendance: 90.9%
Student mobility: 10%
Ingraham Int'l High School
Seattle Public Schools Segmentation Level: n/a
60%53% 59%
78%77% 66%
63%68% 61%
73%
59%
49%
64%
69%
14–1513–14
87%
1%
69%
63%
1%
74%
51%
70%
72%
14–1513–14
School Results District HS Average
54%
68%
62%
School Report for 2014–15 School Yearingrahamhs.seattleschools.org
Martin Floe, Principal
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District HS Average
Average Positive Responses*School Results District HS Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District high school average (grades 9 & 10)Native American 1%
Black 9%
Hispanic 11%
Asian/Pacific Islander 17%
White 56%
Free/Reduced Lunch 30%
English Language Learners 6%
Special Education 12%
25%
All District High Schools
Advanced Learning Eligible
Multiracial/Unknown 6%
This School
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at:
Data as of Oct. 1, 2014
Families responding to survey 16%20%
College & Career ReadySchool Results District HS Average
14–1513–1414–1513–14
Students taking and passing a college level course by 12th grade
71% 68%
9th graders earning sufficient credits
84% 87%84%90%
On-Track for Graduation
Students graduating in 4 years or fewer
80%75% 76%
Students graduating in 6 years or fewer
83%84% 81%
74%
80%
School Results District HS Average14–1513–1414–1513–14
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the
Results for each survey category equal the average positive responses for a subset of questions. See results here: tiny.cc/seattlesurveys
tiny.cc/schoolreports
Glossary
# Students: 1,234
# Teachers: 59
Students per teacher: 21
v1.1
68%
67%
87%
94%
75%
27%
41%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
52%
46%
63%
88%
80%
57%
22%
42%
School District Avg
40%
60%
69%
87%
56%
36%
58%
48%
49%
62%
89%
80%
59%
47%
52%
100%Multiracial 87% 82% 87%
100%Gifted 95%
87%All Students 75% 69% 71%
E-8
Annual
Budget
Report
To empower Multi-Ethnic Urban Youth to particpate fully in post high school training, the world of work and society, in order to become productive and responsible citizens in our local and global community.
Math: Support for Math Instruction for Algebra 1 students includes the delivery of the Agile Minds Curriculum for Level 1 and Level 2 students. These supports are delivered in an intensified two hour block of instructional time and it is funded by the DEEL Innovation High School Levy. Additional Levy supports for Math include after-school tutoring four days/week as well as the provision of a Student Support Specialist push in classroom tutoring from El Centro De La Raza. MESA tutoring reaches students in weekly after school session each week for all grade and/or math levels. Robotics Club and Girls Who Code Club are engaging student groups which encourage Math Skills.Science: Support for Science instruction for 9th Grade Physical Science includes push-in classroom and afterschool tutoring Student Support Specialist/UTSS Tutor to provide in class tutoring. The 10th Grade Water Project is integrated into the 10th Grade Biology courses (regular and honors) and includes an Action Plan Project. Extended learning tutoring funded by LAP funds are available to allow for Science teachers to offer after-school support to students who need extra help at any grade level. MESA club and Rocket Club are engaging student groups which encourage Science Skill applications.9th Grade Transition/Completion: There is a comprehensive program designed to improve the transition experience and support 9th Grade students gather all their credits in their 9th Grade year. The plan begins with Link Crew Orientation and Link Crew Leaders as peer mentors for all 9th Grade students. Student Support Specialists work with over 100of our 9th Grade students as Case Managers as well as offer push in classroom tutoring for regular 9th Grade classes in the CORE subjects. After-school Tutoring offered by 9th Grade Teachers and UTSS and El Centro Tutors is offered 4 days per week. 9th Grade Saturday School is run by teachers, tutors and the Academic Intervention Specialist every month.
Mathematics: For all African American Students we will see a 5% increase in studentsmeeting the standard on the state test from 40% to 45%.Science: For all students we will increase the percentage of students proficient on the state test from 70% to 75%. 9th grade transition: For the 9th grade students we will improve by 5% the number of 9th graders passing 5/6 classes from 90% to 95%
AtIngraham High School we actively engage our parents and community members in formal and informal ways. Parents contribute to our school community in our PTO "The Friends of Ingraham" and as volunteers at many levels. Please consider reaching out to our School Principal, Martin Floe and engage in shaping our school's improvement plan. Our door is open.
$8,514,888
Per-Student Funding:
$7,284All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
2%
Grant &
Other
3%
Basic & Voc
Ed
71%Special Ed
24%
1169
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Ingraham International High School
School Plan & Budget for the 2015–16 School Year
Martin Floe, Principal
E-9
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
3rd graders demonstrating grade level proficiency in English Language Arts
3rd graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in mathematics
5th graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in English Language Arts
5th graders demonstrating grade level proficiency in English Language Arts
62%
64%
64%
56%
65%
66%
75% 75%
79% 80%
76% 81%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
# Students: 410
# Teachers: 32
Students per teacher: 13
Average daily attendance: 95.4%
Student mobility: 12%
Concord International School
Seattle Public Schools Segmentation Level: n/a
62%67% 65%
55%58%72%
82%70% 73%
77%
81%
83%
14–1513–14
40%
44%
22%
35%
25%
61%
68%
82%
82%
14–1513–14
School Results District ES Average
71%
69%
77%
School Report for 2014–15 School Yearconcordes.seattleschools.org
Norma Zavala, Principal
Results for each survey category equal the average positive responses for a subset of questions. See results here:
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District ES Average
Average Positive Responses*School Results District ES Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District elementary school averageNative American 1%
Black 11%
Hispanic 63%
Asian/Pacific Islander 10%
White 10%
Free/Reduced Lunch 83%
English Language Learners 46%
Special Education 13%
0%
All District Elementaries
Advanced Learning Eligible
Multiracial/Unknown 4%
This SchoolData as of Oct. 1, 2014
5th graders demonstrating grade level proficiency in science
57%72%76%
58%
Families responding to survey 25%18%
tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
v1.1
48%
32%
63%
80%
34%
19%
14%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
31%
34%
45%
79%
65%
41%
21%
45%
School District Avg
35%
22%
53%
80%
28%
18%
31%
35%
31%
41%
74%
68%
39%
26%
41%
Multiracial 68% 65%
Gifted 94% 94%
41%All Students 64% 33% 61%
E-10
Annual
Budget
Report
The Mission of Concord International School is to provide our students with an academically rigorous education from a global perspective in a respectful and inclusive environment.
Math: Students are being provided a minimum of 60 minutes of math instruction per day that is aligned with the Common Core State Standards (CCSS) by their classroom teacher. Students are being assessed on a regular basis and those who are not showing growth on specific standards and/or who did not meet proficiency on theSBA last year are being supported by teacher led strategic grouping/interventions, our math interventionist, intervention software and/or the Y-CLC after school program.
Reading: All teachers are implementing components of the Balanced Literacy program with a specific focus on comprehension strategy instruction and oral language development. Students are frequently assessed and placed in flexible groups, receiving guided reading instruction at their instructional levels from the classroom teacher. Students needing more support arealso recieving instruction from theliteracy interventionist, special education teacher or ELL teachers. As a school all students are assessed on the Fountis & Pinnell reading assessment three times per year.
Attendance: As as school we have a school wide attendance initiative as "Every Minute Matters". Students who have been identified with attendance issues will be provided additional supports by our Community In Schools members, City Year or administration as needed.
At Concord International School we expect that all students will demonstrate at least a year’s growth in reading and math. Our goals for 2015-16 include increasing the number of students that meet proficiency on the district and state assessments. One of our focus points is improving the total number of students proficient in math and reading as measured by the SBA by 10% in each grades 3-5.This year we have created a Multi Tiered System of Supports (MTSS) to ensure that all students are supported in both their academic and socio-emotional development.
Partnerships with parents and the community are essential to the our students’ academic success. We welcome parents and our community to become involved in our mission of supporting students in their academic and social-emotional growth. Consider becoming a part of our volunteer group by contactingyour student's teacher, the schoolor our Parent Teacher Student Association (PTSA).
$3,748,730
Per-Student Funding:
$9,143All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
7%
Grant &
Other
14%
Basic & Voc
Ed
67%Special Ed
12%
410
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Concord International School
School Plan & Budget for the 2015–16 School Year
Norma Zavala, Principal
E-11
Students with fewer than 10 absences in the school year
6th graders demonstrating grade level proficiency in English Language Arts
6th graders demonstrating grade level proficiency in mathematics
7th graders demonstrating grade level proficiency in mathematics
8th graders demonstrating grade level proficiency in mathematics
7th graders demonstrating grade level proficiency in English Language Arts
8th graders demonstrating grade level proficiency in English Language Arts
64%
58%
61%
56%
62%
61%
63% 66%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
Average daily attendance: 94.0%
Student mobility: 11%
Denny Int'l Middle School
Seattle Public Schools Segmentation Level: n/a
67%
14–1513–14
49%
51%
52%
70%
51%
65%
63%
14–1513–14
School Results District MS Average
School Report for 2014–15 School Yeardennyms.seattleschools.org
Jeff Clark, Principal
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District MS Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
Spring 2015 School average compared to District middle school averageNative American 1%
Black 21%
Hispanic 28%
Asian/Pacific Islander 17%
White 27%
Free/Reduced Lunch 67%
English Language Learners 13%
Special Education 17%
8%
All District Middle Schools
Advanced Learning Eligible
Multiracial/Unknown 5%
This SchoolData as of Oct. 1, 2014
8th graders demonstrating grade level proficiency in science
68% 67%77%59%
Students taking and passing the Algebra I course by 8th grade
51%29%
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Student motivation and engagement
Family satisfaction with school quality
70% 75%
74% 70%
50%52% 52%
73%74% 69%
71%70% 63%
73%
73%
74%
73%
55%
66%
67%
Average Positive Responses*School Results District MS Average
14–1513–1414–1513–14
Families responding to survey 21%12%
Results for each survey category equal the average positive responses for a subset of questions. See results here: tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
# Students: 916
# Teachers: 52
Students per teacher: 18
v1.1
35%
45%
69%
72%
43%
12%
33%
20%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
33%
31%
47%
75%
71%
43%
17%
33%
School District Avg
44%
50%
74%
68%
49%
34%
26%
20% 28%
29%
40%
70%
71%
40%
25%
26%
71%Multiracial 66% 67% 60%
92%Gifted 85% 92% 86%
55%All Students 62% 58% 58%
E-12
Annual
Budget
Report
Denny International Middle School Mission Statement: Academic Excellence--for Every Scholar--In Our Global Village. We are preparing every scholar, without exception, for success in high school, college, and life!
Denny International Middle School is a wonderfully diverse learning community focused on high academic expectations for all students. Our entire school community is committed to providing an outstanding education for each scholar, eliminating the opportunity gap, and infusing the celebration of our diversity into every day of learning. Once again, Denny International was recognized by the State of Washington as a Washington Achievement Award Winner, among other awards, in celebration of the state’s top-performing schools!In the areas of math and science, Denny is increasingly a STEM (Science Technology Engineering and Math) school. In addition to our Gateways to Technology class, science teachers at all three grade-levels were trained in Project Lead the Way to integrate enhanced STEM skills into the science curriculum! In order to empower our scholars as readers and writers, we are continuing as an Affiliate School with Columbia Teachers’ College in NY to bring Readers/Writers Workshop aligned to the new Common Core State Standards to our classrooms!Other highlights include: Scholars in our Spanish Dual Language program are entering high school with on average three full years of high school Spanish already earned! Our large music programs are continuing to win awards at competitions around the West Coast! More and more of our outstanding teachers are earning the prestigious National Board certification!
At Denny, all of us are committed to continuing the our growth in the achievement of our scholars on the Smarter Balanced Assessment. Targets for this year include: Math:63% at 6th, 77% at 7th, 73% at 8th Literacy:80% at 6th, 70% at 7th, 76% at 8th Science:70% at 8th
One of the goals of having School Reports is to support our families as critical partners with us in your student's academic success. To get involved, please volunteer, attend our PTSA meetings, come to conferences, and check the SOURCE daily. Families are always welcome at school, please contact us to find out more about volunteer possibilities. Thank you, Denny families!
$7,167,581
Per-Student Funding:
$8,008All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
4%
Grant &
Other
6%
Basic & Voc
Ed
67%
Special Ed
23%
895
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Denny International Middle School
School Plan & Budget for the 2015–16 School Year
Jeff Clark, Principal
E-13
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
10th graders demonstrating grade level proficiency in English Language Arts
11th graders demonstrating grade level proficiency in English Language Arts
9th and 10th graders proficient on the state Algebra & Geometry tests
10th graders meeting state testing requirements for graduation
11th graders demonstrating grade level proficiency in mathematics
9th and 10th graders proficient on the state Biology test
75%
10%
52%71%
58%
6%
67% 70%
39% 51%
58% 71%
63% 71%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
Average daily attendance: 87.5%
Student mobility: 16%
Chief Sealth Int'l High School
Seattle Public Schools Segmentation Level: n/a
53%46% 59%
56%50%66%
51%57% 61%
73%
59%
49%
64%
69%
14–1513–14
77%
31%
63%
57%
6%
64%
44%
70%
58%
14–1513–14
School Results District HS Average
54%
68%
62%
School Report for 2014–15 School Yearchiefsealthhs.seattleschools.org
Aida Fraser-Hammer, Principal
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District HS Average
Average Positive Responses*School Results District HS Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District high school average (grades 9 & 10)Native American 2%
Black 21%
Hispanic 26%
Asian/Pacific Islander 19%
White 26%
Free/Reduced Lunch 63%
English Language Learners 13%
Special Education 18%
1%
All District High Schools
Advanced Learning Eligible
Multiracial/Unknown 6%
This School
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at:
Data as of Oct. 1, 2014
Families responding to survey 16%12%
College & Career ReadySchool Results District HS Average
14–1513–1414–1513–14
Students taking and passing a college level course by 12th grade
60% 68%
9th graders earning sufficient credits
78% 87%84%85%
On-Track for Graduation
Students graduating in 4 years or fewer
83%80% 76%
Students graduating in 6 years or fewer
88%82% 81%
74%
80%
School Results District HS Average14–1513–1414–1513–14
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the
Results for each survey category equal the average positive responses for a subset of questions. See results here: tiny.cc/seattlesurveys
tiny.cc/schoolreports
Glossary
# Students: 1,236
# Teachers: 68
Students per teacher: 18
v1.1
67%
71%
83%
91%
67%
38%
43%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
52%
46%
63%
88%
80%
57%
22%
42%
School District Avg
42%
69%
68%
80%
58%
40%
53%
48%
49%
62%
89%
80%
59%
47%
52%
78%Multiracial 87% 90% 87%
Gifted 95%
77%All Students 75% 63% 71%
E-14
Annual
Budget
Report
Chief Sealth International High School fosters global awareness and academic success through a challenging and engaging curriculum in a safe and supportive learning environment.
Chief Sealth International High School is a comprehensive high school that offers a wide array of opportunities for students who value learning in a dynamic, multi-cultural environment. It is an exceptional place that celebrates innovation and individuality. As a center of international educational excellence, we provide students opportunities to study the world both in the classroom and beyond. Our academic and arts offerings, our career preparation, and our athletic programs focus on educating global citizens and as an international school within the Seattle Public School system we prepare students, in partnership with families and community, for global citizenship in an increasingly interdependent world. Chief Sealth International High School has been recognized as one of the few Seattle Public Schools that remains a “community” school. Most of the students live close to the school, many of the alumni live near the school, and many of the students are children of Sealth alumni. We are committed to rally our neighbors in West Seattle around the positive activities at our school and for our students to reciprocate that pride and enhance our community. To meet state and district goals, teachers meet regularly in Professional Learning Communities to analyze student data (SBAC, HSPE, EOC, and student work), create common assessments, research instructional achievement and to make intentional instructional decisions aimed at increasing student achievement. To address academic goals, we provide opportunities for students to receive additional math, reading and writing instruction and support both within and outside of the school day.
At least 85% of 10th graders will meet or exceed state grade level standards on the Smarter Balanced Assessment or reading, an increase from 77% in 2015. At least 65% of students will meet or exceed state grade level standards on the Smarter Balanced Assessment, an increase from 63% in 2015. .
One of the goals of having School Reports is to support families as critical partners with us in a student's academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan.
$9,083,935
Per-Student Funding:
$8,228All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
4%
Grant &
Other
1%
Basic & Voc
Ed
68%
Special Ed
27%
1104
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Chief Sealth International High School
School Plan & Budget for the 2015–16 School Year
Aida Fraser-Hammer, Principal
E-15
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
3rd graders demonstrating grade level proficiency in English Language Arts
3rd graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in mathematics
5th graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in English Language Arts
5th graders demonstrating grade level proficiency in English Language Arts
62%
64%
64%
56%
65%
66%
84% 75%
77% 80%
86% 81%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
# Students: 481
# Teachers: 34
Students per teacher: 14
Average daily attendance: 97.0%
Student mobility: 7%
Beacon Hill International School
Seattle Public Schools Segmentation Level: n/a
67%66% 65%
64%87% 72%
81%84% 73%
77%
81%
83%
14–1513–14
42%
56%
67%
45%
62%
52%
85%
82%
85%
14–1513–14
School Results District ES Average
71%
69%
77%
School Report for 2014–15 School Yearbeaconhilles.seattleschools.org
Andra Maughan, Principal
Results for each survey category equal the average positive responses for a subset of questions. See results here:
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District ES Average
Average Positive Responses*School Results District ES Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District elementary school averageNative American 1%
Black 7%
Hispanic 39%
Asian/Pacific Islander 29%
White 15%
Free/Reduced Lunch 59%
English Language Learners 44%
Special Education 10%
2%
All District Elementaries
Advanced Learning Eligible
Multiracial/Unknown 9%
This SchoolData as of Oct. 1, 2014
5th graders demonstrating grade level proficiency in science
87%72%76%71%
Families responding to survey 25%21%
tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
v1.1
45%
33%
61%
84%
36%
20%
31%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
31%
34%
45%
79%
65%
41%
21%
45%
School District Avg
45%
29%
81%
87%
40%
31%
22%
35%
31%
41%
74%
68%
39%
26%
41%
80%Multiracial 68% 80% 65%
Gifted 94% 94%
52%All Students 64% 56% 61%
E-16
Annual
Budget
Report
The mission of Beacon Hill International School is to educate students to be skilled readers, writers, mathematical problem solvers, and individuals who are knowledgeable and curious about their natural and social worlds, open to and experienced in the arts, and physically active. It is our goal that Beacon HillInternational School graduates are life-long learners and compassionate and caring people who work to make the world a better place for everyone.
As a designatedinternational school, we focus on academic achievement for all students grounded in 21st century skills, world languages (bilingualism and bi-literacy), the understanding of global perspectives, and the development of cultural and global competence. Beacon Hill International offers dual language programming in Spanish and Mandarin where students spend half their instructional day learning in either Spanish or Mandarin, and the other half of their instructional day learning in English. We also offer an all-day English program. Beacon Hill International School is a Title 1 school and receives federal dollars to support the learning of our students; we are also a City of Seattle Innovation School and receive city dollars to support a wide variety of academic and non-academic programming for students. Programming includes math intervention, extended learning opportunities in both math and literacy, and social/emotional support that is both school based and in partnership with community based organizations. To increase and differentiate math and literacy achievement, BHIS will provide multiple opportunities for teachingand reteaching mathematical and literacy concepts. Students who need additional time and reinforcement will have access to before and after school programs and will receive instruction in small groups and/or individualized instruction within the school day. Beacon Hill International teachers are highly qualified, skilled instructors.
67% of 2nd grade students will make typical growth on reading MAP
77% of 1st grade students will make typical growth on math MAP
70% of 3rd grade students will make typical growth on math MAP
87% of K-5 students will have fewer than 5 absences in 1st and 2nd semester
One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan.
$3,698,573
Per-Student Funding:
$7,705All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
8%
Grant &
Other
9%
Basic & Voc
Ed
77%
Special Ed
6%
480
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Beacon Hill International School
School Plan & Budget for the 2015–16 School Year
Andra Maughan, Principal
E-17
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Students with fewer than 10 absences in the school year
Student motivation and engagement
Family satisfaction with school quality
3rd graders demonstrating grade level proficiency in English Language Arts
3rd graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in mathematics
5th graders demonstrating grade level proficiency in mathematics
4th graders demonstrating grade level proficiency in English Language Arts
5th graders demonstrating grade level proficiency in English Language Arts
62%
64%
64%
56%
65%
66%
73% 75%
80% 80%
85% 81%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
# Students: 367
# Teachers: 22
Students per teacher: 17
Average daily attendance: 95.5%
Student mobility: 10%
Dearborn Park Int'l School
Seattle Public Schools Segmentation Level: n/a
61%69% 65%
81%95%72%
79%81% 73%
77%
81%
83%
14–1513–14
29%
27%
57%
55%
44%
61%
71%
79%
77%
14–1513–14
School Results District ES Average
71%
69%
77%
School Report for 2014–15 School Yeardearbornes.seattleschools.org
Angela Bogan, Principal
Results for each survey category equal the average positive responses for a subset of questions. See results here:
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District ES Average
Average Positive Responses*School Results District ES Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
14–1513–1414–1513–14
Spring 2015 School average compared to District elementary school averageNative American 1%
Black 31%
Hispanic 8%
Asian/Pacific Islander 47%
White 7%
Free/Reduced Lunch 83%
English Language Learners 32%
Special Education 7%
2%
All District Elementaries
Advanced Learning Eligible
Multiracial/Unknown 7%
This SchoolData as of Oct. 1, 2014
5th graders demonstrating grade level proficiency in science
51%72%76%77%
Families responding to survey 25%16%
tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
v1.1
25%
40%
57%
46%
19%
20%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
31%
34%
45%
79%
65%
41%
21%
45%
School District Avg
28%
47%
62%
46%
38%
40%
35%
31%
41%
74%
68%
39%
26%
41%
Multiracial 68% 65%
Gifted 94% 94%
45%All Students 64% 47% 61%
E-18
Annual
Budget
Report
Dearborn Park International School is dedicated to creating an exciting, safe learning community where children are engaged in their learning through international education, have pride in their school, are kind and respectful, and celebrate our diversity as global citizens. Upon leaving Dearborn Park students will have strong academic skills; good problem-solving skills; a commitment to creating safe, supportive communities; and the ability to take personal responsibility for their actions.
Dearborn Park International School is a mosaic of multiculturalism with people from all walks of life. We have 82.4% of students on free lunch, and 33.2% of our student population being English Language Learners. Needless to say, each of these factors produce significant obstacles, and we adopt, amend, and facilitate instruction to help students overcome these obstacles. Dearborn Park International School is a richly diverse Kindergarten – 5th grade Title I school; our student demographics are 30.4% Black, 8.4% Hispanic, 46.5% Asian/Pacific-Islander, 6.5% White, 7.3% Multiracial and 1.2% American Indian. 7% of our students are in Special Education, 2% are in our Advanced Learning (Spectrum) program and 33% are English Language Learners. About 82.4% of our students receive free lunch. As of fall of 2013 (the most recent data available), Dearborn Park had a student mobility rate of 11%. There are 375 students enrolled at Dearborn Park and 29 certificated staff, and 16 support staff.
Increase the % of 1st -5th grade students making annual typical growth on math and readingMAP (focused on African American & Latino students) Decrease students absent fewer than 5 days per semester, excused or unexcused Increase the % of 4th – 5th grade ELL students advancing from Level 2 to Level 3 or higher on one or more grade-level state tests
*With a 33% of our student population being English Language Learners, we at Dearborn Park International School, recognize the importance of involving parents and families into school activities.*Every major student learning goal includes activities and strategies for increasing parent involvement. We continue to foster our Family Engagement Action Team (FEAT) initiative. In addition, we are holding Parent Information Nights in our seven
$3,109,055
Per-Student Funding:
$8,139All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
6%
Grant &
Other
10%
Basic & Voc
Ed
73%
Special Ed
11%
382
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Dearborn Park International School
School Plan & Budget for the 2015–16 School Year
Angela Bogan, Principal
E-19
Students with fewer than 10 absences in the school year
6th graders demonstrating grade level proficiency in English Language Arts
6th graders demonstrating grade level proficiency in mathematics
7th graders demonstrating grade level proficiency in mathematics
8th graders demonstrating grade level proficiency in mathematics
7th graders demonstrating grade level proficiency in English Language Arts
8th graders demonstrating grade level proficiency in English Language Arts
64%
58%
61%
56%
62%
61%
71% 66%
Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No
Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No
Average daily attendance: 95.3%
Student mobility: 8%
Mercer Int'l Middle School
Seattle Public Schools Segmentation Level: n/a
67%
14–1513–14
64%
57%
64%
68%
68%
72%
71%
14–1513–14
School Results District MS Average
School Report for 2014–15 School Yearmercerms.seattleschools.org
Christopher Carter, Principal
Year-to-Year Growth: Following the Same Students
Student Achievement *
Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.
Attendance
Student, Family, and Staff School Climate Survey
School Results District MS Average
Student Demographics Student Proficiency on State Tests
Accountability and School Performance
2014–15 School Year
14–1513–1414–1513–14
Spring 2015 School average compared to District middle school averageNative American 0%
Black 24%
Hispanic 17%
Asian/Pacific Islander 44%
White 9%
Free/Reduced Lunch 70%
English Language Learners 18%
Special Education 12%
10%
All District Middle Schools
Advanced Learning Eligible
Multiracial/Unknown 5%
This SchoolData as of Oct. 1, 2014
8th graders demonstrating grade level proficiency in science
86%67%77%84%
Students taking and passing the Algebra I course by 8th grade
51%47%
Student perceptions of school climate
Family perceptions of school-family engagement
Staff perceptions of professional environment
Student motivation and engagement
Family satisfaction with school quality
77% 75%
84% 70%
61%60% 52%
76% 69%
75%80% 63%
73%
73%
81%
80%
55%
66%
67%
Average Positive Responses*School Results District MS Average
14–1513–1414–1513–14
Families responding to survey 21%17%
Results for each survey category equal the average positive responses for a subset of questions. See results here: tiny.cc/seattlesurveys
For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports
* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary
# Students: 1,075
# Teachers: 61
Students per teacher: 18
v1.1
44%
54%
82%
87%
59%
29%
31%
Black
Hispanic
Asian/Pacific Islander
White
Free/Reduced Lunch
Eng. Lang. Learners
Special Education
Native American
English Language Arts MathematicsSchool District Avg
33%
31%
47%
75%
71%
43%
17%
33%
School District Avg
35%
42%
81%
85%
55%
35%
18%
28%
29%
40%
70%
71%
40%
25%
26%
71%Multiracial 66% 63% 60%
Gifted 85% 86%
68%All Students 62% 63% 58%
E-20
Annual
Budget
Report
We are an international community of learners; opening a door to the world. At Asa Mercer International Middle School every student is a reader, writer, mathematician, scientist, and thinker. Our mission is to create and sustain the first high-performing, high poverty middle school in the state of Washington. We believe that all of our students, 70% of whom live in poverty, will excel.
Our theory of action is that the quality of instruction, coupled with the relationship between adults and students, is the key to student performance. We will support classroom instruction with excellent professional development, strong interventions, proactive support systems, and diagnostic assessments that lead to learning. In all core subject areas we align our instruction to thestate standards, set rigorous goals for student learning, plan collaboratively, and monitor student achievement regularly, intervening as needed to ensure students meet expected objectives. We work together and parnter with families to build and sustain a school that is both focused on learning and is a joyful place to learn and grow. We will continue to use Readers and Writers Workshop as our core curriculuar and pedagogical approach for balanced literacy. We use TC Quick assessments and SRI to diagnose and monitor students needing extra support in reading and provide reading enrichment opportunites for students who need more. Our reading teachers will study student work and collaboratively plan units and review assessments. In math, our teachers align our units of study to the common core math standards. Our teachers collaboratively plan units, lesson, and assessments to ensure all students have access to rigorous content. We analyze data toplace students into appropriate math classes. Ourgoal is for Mercer students to successfully access Algebra by 8th grade. For students who need additional support, math enrichment classes are procided. This includes, enriched language support for ELL mathematicians, and students who qualify with IEPs receive additional math services. In science, our teachers allign our units to Washington State science standards. Our teachers collaboratively plan units, lessons, and assessments to ensure positive outcomes for all students.
By the spring of 2016, we expect our students will exceed state and district performance in the areas of reading, math, and scienceas measured by the Smarter Balance Assessment and the Washington State MSP in science. As measured by Spring 2016 Smarter Balance Assessment: In 6th grade ELA, Mercer students will grow from 64% meeting standard to 68%. In math, students will grow from 57% meeting standard to 65%. In 7th grade ELA, students will grow from 68% meeting standard to 72%. In math, students will grow from 64% meeting standard to 68%. In 8th grade ELA, students will grow from 72% meeting standard to 75%. In math, students will grow from 68% meeting standard to 72%. In science, students will grow from 84% meeting
One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan. Please visit the Mercer website for opportunities to partner in our work.
$7,768,270
Per-Student Funding:
$7,160All financial data are from the 2015–16 recommended budget.
Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.
Bilingual
7%
Grant &
Other
6%
Basic & Voc
Ed
70%Special Ed
17%
1085
School
Mission
Statement
School
Goals
School
Description
&
Plan to
Achieve
Goals
District Mission
Statement
Invitation to Participate2015–16 School Funding by Category Total 2015–16 School
Projected 2015–16 Student
Enrollment:
Mercer International Middle School
School Plan & Budget for the 2015–16 School Year
Christopher Carter, Principal
E-21
2015-16 WaKIDS Performance of SPS Kindergarten StudentsSource for Data and Subgroup Names: OSPI. "Native Indian / Alaska Native" Subgroup Suppressed Because of Small Group Size (<10)
Group Cognitive Language Literacy Math Physical Social-Emotional
All Children
Asian
Black / African American
Hispanic / Latino of any race(s)
Native Hawaiian / Other Pacific Islander
Two or More Races
White
80%
78%
69%
72%
91%
82%
92%
81%
73%
74%
74%
73%
86%
92%
86%
85%
83%
69%
82%
93%
96%
72%
73%
62%
50%
64%
78%
88%
79%
83%
72%
78%
73%
80%
83%
75%
72%
65%
76%
73%
76%
84%
Percent of Students who Demonstrate Characteristics of Entering Kindergartners by Domain
Group 0 of 6 Domains 1 of 6 Domains 2 of 6 Domains 3 of 6 Domains 4 of 6 Domains 5 of 6 Domains 6 of 6 Domains
All Children
Asian
Black / African American
Hispanic / Latino of any race(s)
Native Hawaiian / Other Pacific Islander
Two or More Races
White
4%
4%
5%
7%
0%
3%
1%
5%
5%
8%
5%
9%
5%
1%
10%
6%
6%
9%
0%
5%
3%
10%
7%
9%
8%
9%
5%
5%
10%
11%
13%
9%
9%
9%
8%
17%
16%
19%
19%
55%
15%
13%
52%
51%
40%
36%
18%
59%
70%
Percent of Students who Demonstrate Characteristics of Entering Kindergartners in Multiple Domains
Appendix F: 2015-16 WaKIDS Data Summary
F-1
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the
Cre
ativ
e A
dvan
tage
in th
e C
entra
l A
rts P
athw
ay, r
egio
nal p
lann
ing
in th
e So
uth-
Sout
hwes
t Pat
hway
, and
dist
rict-w
ide
activ
ities
with
in
the
Cre
ativ
e A
dvan
tage
.
Offi
ce o
f Arts
& C
ultu
ral A
ffairs
- C
ity o
f Sea
ttle
50,0
00G
ail S
ehlh
orst
City
1N19
9/1/
2015
8/31
/201
6A
RTS
Edu
catio
nTo
supp
ort i
n pa
rtner
ship
with
Arts
Cor
ps to
car
ry o
ut th
e tra
inin
g an
d cu
rric
ulum
impl
emen
tatio
n of
th
e as
sess
men
ta a
cros
s the
Dist
rict.
Nat
iona
l End
owm
ent f
or th
e A
rts94
,200
Gai
l Seh
lhor
stFe
dera
l1N
29
1/15
/201
612
/31/
2017
AR
TS fo
r Cen
tral A
rts P
athw
ay S
choo
l Par
tner
ship
s , P
hase
1A
RTS
will
pro
vide
ove
rsig
ht o
f im
plem
enta
tion
of th
e C
reat
ive
Adv
anta
ge p
rogr
am, a
nd sp
ecifi
cally
th
e w
ork
bein
g pe
rform
ent b
y SP
S in
supp
ort o
f thi
s pro
gram
. Th
is in
tera
genc
y ag
reem
ent i
s par
t on
e of
a tw
o pa
rt pl
an to
gra
nt fu
nds t
o SP
S fo
r equ
al d
istrib
utio
n to
thirt
een
Cen
tral A
rts P
athw
ay
Scho
ols.
- Bai
ley
Gat
zert,
Lisc
hi, L
owel
l, Jo
hn M
uir,
Thur
good
Mar
shal
l, M
cGilv
ra, M
onta
lake
, St
even
s, M
adro
na K
-8, W
ashi
ngto
n M
iddl
e Sc
hool
s, N
ova
Hig
h Sc
hool
s, Se
ttle
Wor
ld S
choo
l and
G
arfie
ld H
igh
Scho
ol.
Offi
ce o
f Arts
& C
ultu
ral -
City
of S
eattl
e97
,500
Car
ri C
ampb
ell
City
1M
95
G-1
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
2 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/8/
2014
12/3
1/20
15A
RTS
for C
entra
l Arts
Pat
hway
Sch
ool P
attn
ersh
ips ,
Pha
se 1
AR
TS w
ill p
rovi
de o
vers
ight
of i
mpl
emen
tatio
n of
the
Cre
ativ
e A
dvan
tage
pro
gram
, and
spec
ifica
lly
the
wor
k be
ing
perfo
rmen
t by
SPS
in su
ppor
t of t
his p
rogr
am.
This
inte
rage
ncy
agre
emen
t is p
art
one
of a
two
part
plan
to g
rant
fund
s to
SPS
for e
qual
dist
ribut
ion
to th
e th
irtee
n C
entra
l Arts
Pa
thw
ay S
choo
ls. -B
aile
y G
atze
rt, L
ischi
, Low
ell,
John
Mui
r, Th
urgo
od M
arsh
all,
McG
ilvra
, M
onta
lke,
Ste
vens
, Mod
rona
K-8
, Was
hing
ton
Mid
dle
Scho
ol, N
ova
high
Sch
ool,
Seat
tle W
orld
Sc
hool
s and
Gar
field
Hig
h Sc
hool
.
Offi
ce o
f Arts
& C
ultu
ral -
City
of S
eattl
e97
,500
Car
ri C
ampb
ell
City
1M95
10/1
/201
58/
31/2
016
Arts
Impa
ct: S
usta
inin
g A
rts L
earn
ing
(SA
IL)
The
purp
ose
of th
is ag
reem
ent i
s to
esta
blish
resp
onsib
ilitie
s of P
SESD
and
SPS
and
the
serv
ices
for
wih
ich
PSES
D w
ill p
rovi
de re
imbu
rsem
ent t
o SP
S in
the
cour
se o
f the
ope
ratio
n of
the
Arts
Impa
ct
SAIL
pro
gram
.
Puge
t Sou
nd E
SD50
,967
Gai
l Seh
lhor
stFe
dera
l1N
23
9/1/
2015
6/30
/201
6B
agle
y PT
A S
uppl
emen
tal S
taffi
ngSu
pple
men
tal f
undi
ng fo
r hou
rly tu
tors
, a 0
.3 F
TE li
brar
ian
and
a 0.
3 FT
E M
TSS
(Int
erve
ntio
n)
Teac
her.
Dan
iel B
agle
y PT
A60
,767
Erik
a A
yer
PTA
1H90
9/1/
2015
8/31
/201
6B
aile
y G
atze
rt El
emen
tary
Sch
ool (
Cou
nsel
ing)
Seat
tle U
nive
rity's
(SU
) miss
ion
spea
ks to
a c
omm
itmen
t to
soci
al ju
stic
e an
d to
em
pow
erin
g le
ader
s fo
r a ju
st a
nd h
uman
e w
orld
. In
pur
suin
g th
is m
issio
n, b
oth
the
coun
selin
g an
d sc
hool
psy
chol
ogy
prog
ram
s see
k to
par
tner
with
Bai
ley
Gat
zert
Elem
enta
ry S
choo
l (B
GES
) to
supp
ort,
incr
ease
and
pr
ovid
e cu
ltura
lly re
spon
sive
men
tal h
ealth
cou
nsel
ing
serv
ices
for l
ow-in
com
e an
d vu
lner
able
you
th
and
fam
ilies
at B
GES
. Dur
ing
the
seco
nd y
ear o
f the
pilo
t pro
gram
FY
15-1
6, a
gra
nt to
Sea
ttle
Uni
vers
ity w
ill b
e us
ed to
supp
ort i
ncre
asin
g th
e cu
rren
t .50
FTE
pos
ition
of M
r. Sa
id A
hmen
d, th
e sc
hool
cou
nsel
or a
t Bai
ley
Gat
zert,
to a
1.0
FTE
.
Seat
tle U
nive
rsity
50,0
00G
reg
Imel
Foun
datio
n1M
92
9/26
/201
48/
31/2
017
Bai
ley
Gat
zert
Prek
Gat
es G
rant
To S
uppo
rt im
plem
entin
g a
P-5
cam
pus a
t Bai
ley
Gat
zer E
lem
etna
ry a
s wel
l as e
xpan
sion
of th
e P-
5 m
ode
with
Sea
ttle
Publ
ic S
choo
ls (d
epen
dent
upo
n av
aila
ble
capa
city
). T
his i
nves
tmen
t will
fund
all
cost
s ass
ocia
ted
with
the
Prek
inde
rgar
ten
clas
sroo
m a
t Bai
ley
Gat
zert
incl
udin
g st
affin
g an
d m
ater
ials.
Thi
s inv
estm
ent w
ill a
lso su
ppor
t the
follo
win
g sy
stem
s-bu
ildin
g ef
forts
. In
crea
sing
capa
city
with
in th
e SP
S Ea
rly le
arni
ng D
epar
tmen
t to
deve
lop
a th
ree
year
pla
n fo
r P-5
scho
ols.
Bill
& M
elin
da G
ates
Fou
ndat
ion
750,
000
Cas
hel T
oner
Foun
datio
n1M
97
9/1/
2015
6/30
/201
6B
eaco
n H
ill P
TA G
rant
Car
ryov
er P
TA G
rant
form
14-
15B
eaco
n H
ill P
TA20
,579
And
ra M
augh
anPT
A1G
12
7/1/
2015
6/30
/201
6B
egin
ning
Edu
cato
r Sup
port
Team
(BES
T)B
EST
gran
ts a
re d
esig
ned
to p
rovi
de fu
ndin
g to
scho
ol d
istric
ts a
nd/o
r reg
iona
l con
sorti
a to
supp
ort
the
prof
essin
al g
row
th o
f beg
inni
ng te
ache
rs-fr
om in
itial
hiri
ng th
roug
h th
eir s
econ
d ye
ars o
f ser
vice
. G
rant
s are
inte
nded
to su
ppor
t dev
elop
men
t and
impl
emen
tatio
n of
a c
ompr
ehen
sive
prog
ram
of
supp
ort f
or th
e de
velo
pmen
t for
ear
ly c
aree
r tea
cher
s.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n11
8,00
0C
hris
Dra
peSt
ate
1M90
7/20
/201
58/
31/2
021
Bic
ycle
and
Ped
estri
an S
afet
yTh
e pu
rpos
e of
this
Agr
eem
ent i
s to
ente
r int
o am
utua
lly b
enef
icia
l con
tract
ual r
elat
iona
ship
to
prov
ide
Bic
ycle
and
Ped
estri
an S
afet
y Ed
ucat
ion
and
Trai
ning
to st
uden
ts o
f pub
lic e
lem
enta
ry
scho
ols w
ithin
the
City
o f
Seat
tle a
s par
t of t
he C
ity's.
The
Dist
rict p
rovi
ding
the
serv
ice
dire
ctly
to
thos
e re
siden
ts w
ho fa
ll w
ithin
the
mos
t vul
nera
ble
dem
ogra
phic
, sch
ool a
ge y
outh
s bet
wee
n th
e ag
es
of 6
and
18,
in o
rder
to a
chie
ve th
e in
tend
ed e
nd-s
tate
.
City
of S
eattl
e24
0,18
9Lo
ri D
unn
City
1N31
9/1/
115
6/30
/201
6B
lain
e K
-8 P
TA S
uppl
emen
tal S
taffi
ngSu
pple
men
tal f
undi
ng fo
r a 0
.5 te
ache
r, a
0.2
FTE
nurs
e, a
0.1
FTE
Mus
ic, e
xtra
tim
e fo
r Mat
t Oku
n an
d Pl
aygr
ound
supe
rviso
rs.
Bla
ine
PTA
84,7
38H
eath
er Jo
hnso
nPT
A1F
25
7/1/
2015
6/30
/201
6B
ridge
To
Col
lege
Cou
rses
The
Brid
ge c
ours
es a
re d
esig
ned
for s
enio
rs w
ho sc
ore
belo
w c
olle
ge-r
eady
on
the
11th
gra
de
Smar
ter B
alan
ced
asse
ssm
ent b
ut a
re in
tere
sted
in a
ttend
ing
colle
ge a
nd w
ould
like
to e
nter
dire
ctly
in
to a
cre
dit-b
earin
g co
urse
wor
k w
ithou
t rem
edia
tion
or p
lace
men
t tes
ting
whe
n en
rolli
ng in
col
lege
af
ter g
radu
atio
n. D
istric
ts w
ith h
igh
scho
ols i
mpl
emen
ting
the
cour
se w
ill re
ceiv
e fu
ndin
g fro
m O
SPI
(thro
ugh
a gr
ant f
rom
Col
lege
Spa
rk) a
nd a
re re
quire
d to
com
mit
the
cour
se te
ache
rs a
nd b
uild
ing
lead
ersh
ip to
par
ticip
ate
in p
rofe
ssio
nal l
earn
ing
in th
e su
mm
er o
r 201
5 an
d th
roug
hout
the
2015
/16
scho
ol y
ear t
o su
ppor
t stro
ng c
ours
e im
plem
enta
tion.
Stat
e B
oard
for C
omm
unity
and
Tec
hnic
al C
olle
ges/
O
SPI
22,5
00A
nna
Box
Foun
datio
n1N
15
G-2
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
3 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
11/1
/201
512
/31/
2017
Bro
advi
ew K
-8 P
layg
roun
d an
d Sp
orts
Cou
rtTh
e B
road
view
Tho
mso
n PT
A p
roje
ct w
ill im
prov
e th
e B
road
viw
Tho
mso
n K
-8 e
ast p
layg
roun
d, to
in
clud
e im
prov
ed g
ame
cour
t sur
face
s (as
phal
t ove
rlay
and
pain
ted
cour
t lin
es);a
ru
nnin
g/w
alki
ng/b
ikin
g pa
thw
ay e
ncirc
ling
play
grou
nd c
ompr
ised
of h
ard-
surfa
ce a
nd h
illsid
e gr
avel
tra
il; a
hill
side
slide
feat
ure
with
rubb
eeer
safe
ty su
rface
; and
gra
ss la
wn
or p
lay
mou
nds.
Kin
g C
ount
y75
,000
Gre
tche
n D
eDec
ker
Oth
er23
AQ
7/1/
2015
6/30
/201
6B
ryan
t PTS
A S
taffi
ng G
rant
Supp
lem
enta
l fun
ding
for a
0.2
FTE
Inst
ruct
iona
l Mus
ic, a
0.5
5 FT
E C
ompu
ter L
ab A
ssist
ant.,
1 0.
3 FT
E A
cade
mic
Spe
cial
ist In
stru
ctio
nal S
uppo
rt, P
layg
roun
d Su
perv
ision
-Hou
rly,V
olun
teer
C
oord
inat
or-H
ourly
,Rea
ding
and
Mat
h H
ourly
Tut
ors,S
ubst
itue
Tim
e-C
ertif
icat
ed S
taff
and
Art
Enric
hmen
t-Per
sona
l Ser
vice
Con
tract
s.
Bry
ant P
TSA
146,
267
Dan
San
ger
PTA
1A72
6/26
/201
48/
31/2
016
Bui
ldin
g P-
3 C
apac
ity in
the
Roa
d M
ap R
edgi
on P
rofe
ssio
nal D
evel
opm
ent
To im
prov
e th
e qu
ality
of c
lass
room
inst
ruct
ion,
Pre
-K th
roug
h th
ird g
rade
acr
oss S
eattl
e Pu
blic
Sc
hool
s' 30
Titl
e I b
uild
ings
and
pur
sue
an a
ligne
d, c
olla
bora
tive
appr
oach
with
Hig
hlin
e Pu
blic
Sc
hool
s. T
he F
ound
atio
n is
awar
ding
you
this
gran
t to
carr
y ou
t the
pro
ject
des
crib
ed in
the
Prop
osal
Nar
rativ
e an
d R
esul
ts F
ram
ewor
k an
d Tr
acke
r (co
llect
ivel
y, "
Proj
ect"
) in
orde
r to
furth
er
the
Cha
ritab
le P
urpo
se.
Bill
& M
elin
da G
ates
Fou
ndat
ion
246,
267
Cas
hel T
oner
Foun
datio
n1M
86
9/1
5/20
108/
31/2
016
CC
E: A
Lea
rnin
g Pr
ogre
ssio
n-B
ased
Sys
tem
for P
rom
otin
g U
nder
stan
ding
of C
arbo
n Tr
ansf
orm
ing
Proc
esse
sTh
is pr
ojec
t bui
lds o
n pr
ior e
fforts
with
lear
ning
pro
gres
sions
, and
is fo
cuse
d on
key
car
bon-
trans
form
ing
proc
esse
s in
soci
o-ec
olog
ical
syst
ems a
t mul
tiple
scal
es, i
nclu
ding
cel
lula
r and
or
gani
smal
met
abol
ism, e
cosy
stem
ene
rget
ic a
nd c
arbo
n cy
clin
g, c
arbo
n se
ques
tratio
n, a
nd
com
bust
ion
of fo
ssil
fuel
s.
Mic
higa
n St
ate
Uni
vers
ity99
,048
Dan
iel G
alla
gher
Fede
ral
1L70
8/1/
2013
6/30
/201
7C
hihu
ly G
arde
n an
d G
lass
Pro
ject
Dev
elop
and
impl
emen
t a S
cien
ce o
f Gla
ss c
urric
ulum
for C
hihu
ly G
arde
n an
d G
lass
exh
ibiti
on a
t the
Se
attle
Cen
ter t
hat i
nteg
rate
s sci
ence
and
the
visu
al a
rts, e
mph
asiz
ing
on e
ngin
eerin
g an
d de
sign
conc
epts
. Th
is cu
rric
ulum
will
be
a co
hesiv
e le
sson
with
in S
cien
ce c
lass
ce fo
r SPS
6th
gra
ders
and
w
ill b
e cr
eate
d in
col
labo
ratio
n w
ith th
e Pr
ovid
er a
nd th
e SP
S Sc
ienc
e an
d V
isual
and
Per
form
ing
Arts
Dep
artm
ents
. Thi
s pro
ject
will
be
eval
uate
d an
nual
ly fo
r use
acr
oss 6
th g
rade
cla
ssro
oms
thro
ugho
ut th
e di
stric
t to
ensu
re c
urric
ulum
is sc
alab
le a
nd a
ligne
d w
ith fu
ture
stan
dard
s of S
cien
ce
and
Visu
al A
rts.
Cen
ter A
rt LL
C36
,960
Gai
l Seh
lhor
stC
orpo
rate
1M04
8/26
/201
66/
1/20
16C
lass
room
s Tak
e C
harg
eTh
e C
orva
llis E
nviro
nmen
tal C
ente
r(C
EC) w
ill p
rovi
de th
e fo
llow
ing
prog
ram
mat
ic a
ccist
ance
to
each
teac
her p
artic
ipat
ing
in th
e C
lass
room
s Tak
e C
harg
e pr
ogra
m:
Acc
ess t
o th
e C
lass
room
s Ta
ke
Cha
rege
web
site
and
outre
ach
mat
eria
ls. A
ded
icat
ed st
aff p
erso
n to
ans
wer
pro
gram
mat
ic
ques
tions
. Mon
thly
supp
ort t
hrou
gh e
mai
l or p
hone
cor
resp
onde
nce.
A d
ashb
oard
hig
hlig
htin
g ea
ch
scho
ol's
parti
cipa
tion
in th
e pr
ogra
m a
nd th
e am
ount
of C
O sa
ved.
Crv
allis
Env
ironm
enta
l Cen
ter
9,00
0M
ary
Wel
chFo
unda
tion
1N40
9/1/
2015
8/31
/201
6C
LEA
R In
itia
tive
The
Prim
ary
mis
sion
of b
oth
PH
SK
C a
nd
AH
EC
is a
ddre
ssin
g pr
inci
pal b
arri
ers
to
hea
lth
an
d th
e qu
alit
y of
life
of c
omm
un
itie
s, c
hild
ren
, an
d fa
mili
es.
All
stu
den
ts
will
ach
ieve
aca
dem
ical
ly a
nd
the
ach
ieve
men
t ga
p w
ill b
e re
duce
d, a
s m
easu
red
by s
tude
nts
pas
sin
g al
l cla
sses
.
Sea
ttle
/Kin
g C
oun
ty P
ubl
ic H
ealt
h/B
ill &
M
elin
da G
ates
Fou
nda
tion
3,00
0A
lesi
a Je
ssie
Fou
nda
tion
1M58
9/1/
2015
8/31
/201
6C
oe P
TA S
taffi
ngSu
pple
men
tal f
undi
ng fo
r En
hanc
ed st
affin
g al
low
s Coe
to p
rovi
de a
dditi
onal
serv
ice
to st
uden
ts'
abov
e w
hat t
he d
istric
t pro
vide
s e.g
. cou
nsel
ing,
read
ing
assis
tanc
e.
Coe
PTA
240,
000
Virg
inia
Tur
ner
PTA
1G71
7/1/
2014
6/30
/201
6C
olla
bora
tive
Scho
ols f
or In
nova
tion
and
Succ
ess (
Rox
hill)
Pilo
t pro
ject
whe
re c
olle
ges o
f edu
catio
n co
llabo
rate
with
scho
ol d
istric
ts to
est
ablis
h co
llabo
rativ
e sc
hool
s for
inno
vatio
n an
d su
cces
s ser
ving
par
ticul
arly
at-r
isk a
nd lo
w-a
chie
ving
stud
ents
in p
ublic
sc
hool
s. E
ach
colla
bora
tion
is in
tend
ed to
acc
eler
ate
stud
ent a
chie
vem
ent a
nd d
eepe
n th
e kn
owle
dge
and
skill
s of c
urre
nt a
nd fu
ture
edu
cato
rs.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n70
7,20
5Sa
hnic
a W
ashi
ngto
nSt
ate
1L84
10/1
/201
56/
29/2
016
Com
preh
ensiv
e Sc
hool
Phy
sical
Act
ivity
Pro
gram
Par
tner
ship
(SC
PAP)
this
gran
t opp
ortu
nity
is d
esig
ned
to p
rom
ote
Com
preh
ensiv
e Sc
hool
Pha
ysic
al A
ctiv
ity P
rogr
am
(CSP
AP)
in W
ashi
ngto
n St
ate.
(SC
PAP)
refle
cts s
trong
coo
rdin
atio
n an
d sy
nerg
y ac
ross
all
of th
e co
mpo
nent
s whi
ch in
clud
e qu
ality
phy
sical
edu
catio
n, p
hysic
al a
ctiv
ity b
efor
e an
d af
ter s
choo
l, ph
ysic
al a
ctiv
ity d
urin
g sc
hool
, sta
ff in
volv
emen
t, an
d fa
mily
and
com
mun
ity e
ngag
emen
t.
Offi
ce o
f Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n 3,
800
Lori
Dun
nFe
dera
l1M
75
G-3
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
4 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/1/
2015
8/31
/201
6C
onfu
cius
Cla
ssro
om D
earb
orn
Park
Asia
Soc
iety
Con
fuci
us C
lass
room
s Net
wor
k is
an in
tern
atio
nal p
artn
ersh
ip b
etw
een
Han
ban
and
Asia
Soc
iety
ded
icat
ed to
bui
ldin
g th
e fie
ld o
f Chi
nese
lang
uage
teac
hing
and
lear
ning
in A
mer
ican
sc
hool
s.A
s a m
embe
r of t
his n
etw
ork,
you
are
reco
gniz
ed to
lead
the
deve
lopm
ent o
f the
fiel
d of
Chi
nese
te
achi
ng a
nd le
arni
ng a
nd in
tern
atio
nal e
duca
tioni
nto
the
futu
re.
Asia
Soc
iety
11,0
00A
ngel
a B
ogan
Foun
datio
n1N
49
9/1/
2015
8/31
/201
6C
onfu
cius
Inst
itute
(CIW
A)
The
purp
ose
of th
e fu
ndin
g is
to su
ppor
t spe
cifie
d C
hine
se la
ngua
ge a
nd c
ultu
ral e
duca
tion
activ
ities
at
spec
ified
site
s with
in S
eattl
e Pu
blic
Sch
ools.
Han
ban
6,00
0M
iche
le A
oki
Foun
datio
n1K
59
7/1/
2015
6/30
/201
6C
ontin
uous
Impr
ovem
ent i
n Tr
ansit
ion
to H
igh
Scho
ol
Fund
ing
is pr
imar
ily fo
r per
sonn
el, i
nclu
ding
a fu
ll-tim
e Sc
hool
Fam
ily P
artn
ersh
ips s
taff
mem
ber a
nd
staf
fing
to su
ppor
t Res
earc
h an
d Ev
alua
tion.
Par
ticip
atin
g m
iddl
e an
d hi
gh sc
hool
s will
rece
ive
an
hono
rariu
m e
ach
year
. Th
is fo
ur-y
ear p
roje
ct (J
uly
2015
-Jun
e 20
19) f
ocus
ec o
n co
ntin
uous
im
prov
emen
t in
Seat
tle's
mid
dle
and
high
scho
ols'
capa
citie
s to
enga
ge fa
mili
es in
way
s tha
t sup
port
stud
ents
' suc
cess
ful c
ompl
etio
n of
9th
gra
de.
U.S
. Dep
artm
ent o
f Edu
catio
n26
5,86
9B
erna
rdo
Rui
zFe
dera
l1N
27
12/2
1/20
1512
/31/
2016
Cre
ativ
e A
dvan
tage
Tar
gete
d A
rts P
artn
ersh
ips
Targ
eted
Arts
par
tner
ship
s bui
d re
gion
al c
apac
ity fo
r the
arts
in a
Cre
ativ
e A
dvan
tage
K-1
2 Pa
thw
ay
of sc
hool
s, an
d im
pact
stud
ents
at m
ultip
e sc
hool
s with
in a
giv
en p
athw
ay a
s out
lined
in th
e Se
attle
Pu
blic
Sch
ools
K-1
2 A
rts P
lan.
Offi
ce o
f Arts
& C
ultra
l - C
ity o
f Sea
ttle
27,5
00C
arri
Cam
pbel
lC
ity1N
50
8/1/
2015
8/19
/201
6D
igita
l Lite
racy
Gar
field
Hig
h Sc
hool
The
Offi
ce o
f Sec
reta
y of
Sta
te, W
ashi
ngto
n St
ate
Libr
ary,
is fu
ndin
g th
is gr
ant o
n a
reim
burs
emen
t ba
sis u
pon
rece
ip o
f cla
im fo
rms w
ith su
ppor
ting
evid
ence
of e
xpen
ditu
res m
ade
or m
ater
ials
and
equi
pmen
t rec
eive
d.
Was
hing
ton
Stat
e Li
brar
y7,
500
Jane
t Woo
dwar
dFe
dera
l1M
62
11/9
/201
57/
30/2
016
Disc
over
Dan
ce P
NB
(Pac
ific
Nor
thw
est B
alle
t)Th
e fu
nded
use
d as
reim
burs
emen
t for
SPS
cos
ts re
late
d to
PN
B a
nd D
iscov
er D
ance
act
iviti
es.
Spec
ifica
lly, t
he m
oney
will
cov
err r
eim
burs
emen
t for
SPS
teac
hers
atte
ndin
g D
iscov
er D
ance
ac
tiviti
es o
utsid
e of
con
tract
hou
rs, i
nclu
ding
pro
fess
iona
l dev
elop
men
t, m
eetin
gs, a
nd st
uden
t pe
rform
ance
eve
nts.
PN
B's
Priv
ate
fund
ers o
f PN
B's
Educ
atio
n pr
ogra
ms,
incl
udin
g an
Arts
Ed
ucat
ion
Con
sorti
um g
rant
from
Arts
WA
, the
Was
hing
ton
Stat
e A
rts C
omm
issio
n.
Paci
fic N
orth
wes
t Bal
let
6,00
0G
ail S
ehlh
orst
Foun
datio
n1M
44
9/1/
2015
7/31
/201
6Ea
rly W
arni
ng In
dica
tor P
roje
ctTh
e M
emor
andu
m o
f Und
erst
andi
ng is
bei
ng e
nere
d in
to b
y th
e un
ders
igne
d fo
r the
pur
pose
of
supp
ortin
g re
gion
al a
nd d
istric
t wor
k in
dev
elop
ing
fully
func
tioni
ng E
WS
that
pro
vide
relia
ble
and
pred
ictiv
e in
form
atio
n on
whi
ch st
aff a
ct to
mee
t the
nee
ds o
f at-r
isk st
uden
ts a
s ear
ly a
s pos
sible
in a
st
uden
t's sc
hool
car
eer.
Puge
t Sou
nd E
SD12
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Eric
And
erso
nSt
ate
1M71
7/1/
2015
6/30
/201
6Ed
ucat
iona
l Lea
ders
hip
Inte
rnD
esig
ned
to p
rovi
de a
ssist
ance
to d
istric
ts so
that
cla
ssro
om te
ache
rs a
re a
ble
to p
erfo
rm
adm
inist
rativ
e du
ties w
ith th
e so
le p
urpo
se o
f bec
omin
g an
adm
inist
rato
r.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n 10
,700
Mik
e St
aros
kySt
ate
1C46
9/1/
2015
8/31
/201
6El
emen
tary
Sch
ool A
cade
mic
Ach
ieve
men
t Pro
gram
(ESA
AP)
Fund
ing
for i
nves
tmen
t in
thes
e pr
ogra
ms i
s pro
vide
d by
the
2011
Fam
ilies
and
Edu
catio
n Le
vy
(FEL
) and
is a
ppro
pria
ted
to O
FE, w
hich
has
lead
resp
onsib
ility
for a
chie
ving
and
mon
itorin
g ov
eral
l Le
vy o
utco
mes
.
City
of S
eattl
e -O
ffice
for E
duca
tion
5,30
0,83
9M
icha
el S
tone
City
-FEL
1L74
9/30
/201
59/
29/2
016
Empo
wer
ing
Inte
rage
ncy
Aca
dem
y St
uden
ts T
hrou
gh P
hysic
al F
itnes
s and
Nut
ritio
n C
lass
esTh
e In
tera
genc
y A
cade
my
(IA
) will
Col
labo
rate
with
Upo
wer
, a S
eattl
e-ba
sed
nonp
rofit
(501
c3) t
hat
prov
ides
phy
sical
fitn
ess c
lass
es a
nd n
utrit
ion
educ
atio
n to
und
eser
ved
yout
h pr
imar
ily in
Sou
th
Seat
tle to
impl
emen
t hig
h-qu
ality
, sta
ndar
ds a
ligne
d ph
ysic
al e
duca
tionc
lass
es a
t thr
ee o
f its
scho
ol
sites
. IA
par
tner
ed w
ith U
pow
er in
scho
ol y
ear 2
015-
16 to
offe
r lim
ited
clas
ses a
nd th
e pr
ogra
m
rece
ived
pos
itive
feed
back
from
stud
ents
.
Kin
g C
ount
y Pa
rtner
ship
s for
Impr
ovin
g C
omm
unity
H
ealth
40,0
01K
aare
n A
ndre
ws /
Mel
inda
Leo
nard
Fede
ral
1N25
7/1/
2015
6/30
/201
6ES
EA N
on-T
itle
I Prio
rity
and
Scho
ols P
rivat
e Sc
hool
Gra
nt fu
ndin
g fo
r sel
ecte
d sc
hool
s/di
stric
t to
turn
arou
nd th
e sc
hool
s(s)
by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty g
ap b
y de
velo
ping
/impl
emen
tain
g re
sear
ch-
bd
dl
f ii
d
i
d f
il d
l
d
d i
h
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Mic
hael
a C
lanc
ySt
ate
1N10
G-4
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
5 o
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Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
7/1/
2015
6/30
/201
6ES
EA N
on-T
itle
I Prio
rity
Scho
ols C
asca
de P
aren
t Par
tner
ship
Gra
nt fu
ndin
g fo
r sel
ecte
d sc
hool
s/di
stric
t to
turn
arou
nd th
e sc
hool
(s) b
y dr
amat
ical
ly in
crea
sing
stud
ent a
chie
vem
ent a
nd d
ecre
asin
g th
e op
portu
nity
gap
by
deve
lopi
ng/im
plem
entin
g re
sear
ch-b
ased
m
odel
s of i
nstru
ctio
n an
d se
rvic
es, a
nd p
rofe
ssio
nal d
evel
opm
ent a
nd c
reat
ing
the
cond
ition
s ne
cess
ary
to su
ppor
t thi
s wor
k..
(Ext
ra ti
me
for c
ertif
icat
ed st
aff t
o w
ork
colla
bora
tivel
y ar
ound
stud
ent d
ata,
with
par
ents
of h
ome
scho
oled
stud
ents
.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Ow
en G
onde
rSt
ate
1N32
7/1/
2015
8/31
/201
6ES
EA P
riorit
y Sc
hool
s Em
erso
n El
emen
tary
Gra
ant f
undi
ng fo
r sel
ecte
d sc
hool
s/di
stric
t to
turn
arou
nd th
e sc
hool
(s) b
y dr
amat
ical
ly in
crea
sing
stud
ent a
chie
vem
ent a
nd d
ecre
asin
g th
e op
portu
nity
gap
by
deve
lopi
ng/im
plem
entin
g re
sear
ch-b
ased
m
odel
s of i
nstru
ctio
n an
d se
rvic
es, a
nd p
rofe
ssio
nal d
evel
opm
ent a
nd c
reat
ing
the
cond
ition
s ne
cess
ary
to su
ppor
t thi
s wor
k.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
And
rea
Dra
keFe
dera
l1M
36
7/1/
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6ES
EA P
riorit
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hool
s Haw
thor
ne E
lem
enta
ryG
raan
t fun
ding
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elec
ted
scho
ols/
dist
rict t
o tu
rnar
ound
the
scho
ol(s
) by
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atic
ally
incr
easin
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uden
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ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty g
ap b
y de
velo
ping
/impl
emen
ting
rese
arch
-bas
ed
mod
els o
f ins
truct
ion
and
serv
ices
, and
pro
fess
iona
l dev
elop
men
t and
cre
atin
g th
e co
nditi
ons
nece
ssar
y to
supp
ort t
his w
ork.
(Cer
t and
Cla
ssifi
ed e
xtra
tim
e to
supp
ort b
efor
e an
d af
ter s
choo
l int
erve
ntio
n pr
ogra
ms.)
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Sand
ra S
coot
Fede
ral
1M30
7/1/
2015
8/31
/201
6ES
EA P
riorit
y Sc
hool
s Hig
hlan
d pa
rk E
lem
enta
ryG
rant
fund
ing
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elec
ted
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ols/
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rict t
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rnar
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ol(s
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ty g
ap b
y de
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/impl
emen
ting
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arch
-bas
ed
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els o
f ins
truct
ion
and
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ices
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fess
iona
l dev
elop
men
t and
cre
atin
g th
e co
nditi
ons
Offi
ce o
f the
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erin
tend
ent o
f Pub
lic In
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ctio
n30
,000
Chr
is C
rona
sFe
dera
l1M
37
7/1/
2015
8/31
/201
6ES
EA P
riorit
y Sc
hool
s Int
erag
ency
Pro
gram
sG
rant
fund
ing
for s
elec
ted
scho
ols/
dist
rict t
o tu
rnar
ound
the
scho
ol(s
) by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty g
ap b
y de
velo
ping
/impl
emen
ting
rese
arch
-bas
ed
mod
els o
f ins
truct
ion
and
serv
ices
and
pro
fess
iona
l dev
elop
men
t and
cre
atin
g eh
e co
nditi
ons
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Kaa
ren
And
rew
sFe
dera
l1M
34
7/1/
2015
8/31
/201
6ES
EA P
riorit
y Sc
hool
s Mad
rona
K-8
Gra
nt fu
ndin
g fo
r sel
ecte
d sc
hool
s/di
stric
t to
turn
arou
nd th
e sc
hool
(s) b
y dr
amat
ical
ly in
crea
sing
stud
ent a
chie
vem
ent a
nd d
ecre
asin
g th
e op
portu
nity
gap
by
deve
lopi
ng/im
plem
entin
g re
sear
ch-b
ased
m
odel
s of i
nstru
ctio
n an
d se
rvic
es, a
nd p
rofe
ssio
nal d
evel
opm
ent a
nd c
reat
ing
the
cond
ition
s ne
cess
ary
to su
ppor
t thi
s wor
k.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Mar
y M
cDan
iel
Stat
e1M
38
7/1/
2015
8/31
/201
6ES
EA P
riorit
y Sc
hool
s Mar
tin L
uthe
r Kin
g Jr
.G
rant
fund
ing
for s
elec
ted
scho
ols/
dist
rict t
o tu
rnar
ound
the
scho
ol(s
) by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty g
ap b
y de
velo
ping
/impl
emen
ting
rese
arch
-bas
ed
mod
els o
f ins
truct
ion
and
serv
ices
, and
pro
fess
iona
l dev
elop
men
t and
cre
atin
g th
e co
nditi
ons
nece
ssar
y to
supp
ort t
his w
ork.
(Cer
tific
ated
and
Cla
ssifi
ed E
xtra
Tim
e to
supp
ort P
rinci
ple
3.0
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Cot
hron
McM
illia
nFe
dera
l1M
31
7/1/
2015
8/31
/201
6ES
EA P
riorit
y Sc
hool
s Sea
ttle
Wor
ld S
choo
lG
rant
fund
ing
for s
elec
ted
scho
ols/
dist
rict t
o tu
rnar
ound
the
scho
ol(s
) by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty g
ap b
y de
velo
ping
/impl
emen
ting
rese
arch
-bas
ed
mod
els o
f ins
truct
ion
and
serv
ices
, and
pro
fess
iona
l dev
elop
men
t and
cre
atin
g th
e co
nditi
ons
nece
ssar
y to
supp
ort t
his w
ork.
(Cer
tific
ated
and
Cla
ssifi
ed E
xtra
tim
e to
supp
ort p
rin c
iple
3.)
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n30
,000
Con
cepc
ion
Pedr
oza
Fede
ral
1N05
7/1/
2015
8/31
/201
6ES
EA T
itle
I Foc
us S
choo
ls B
aile
y G
atze
rtG
rant
fund
ing
for s
elec
ted
scho
ols/
dist
rict t
o tu
rnar
ound
the
scho
ol(s
) by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty g
ap b
y de
velo
ping
/impl
emen
ting
rese
arch
-bas
ed
mod
els o
f ins
truct
ion
and
serv
ices
, and
pro
fess
iona
l dev
elop
men
t and
cre
atin
g th
e co
nditi
ons
nece
ssar
y to
supp
ort t
his w
ork.
(Cer
tific
ated
and
Cla
ssifi
ed e
xtra
tim
e fo
r prin
cipl
e 3.
)
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n20
,000
Gre
g Im
elFe
dera
l1N
33
7/1/
2015
8/31
/201
6ES
EA T
itle
I Foc
us S
choo
ls B
eaco
n H
ill In
tern
atio
nal
Gra
nt fu
ndin
g fo
r sel
ecte
d sc
hool
s/di
stric
t to
turn
arou
nd th
e sc
hool
(s) b
y dr
amat
ical
ly in
crea
sing
stud
ent a
chie
vem
ent a
nd d
ecre
asin
g th
e op
portu
nity
gap
by
deve
lopi
ng/im
plem
entin
g re
sear
ch-b
ased
m
odel
s of i
nstru
ctio
n an
d se
rvic
es, a
nd p
rofe
ssio
nal d
evel
opm
ent a
nd c
reat
ing
the
cond
ition
s ne
cess
ary
to su
ppor
t thi
s wor
k.(C
ertif
icat
ed a
nd C
lass
ified
ext
ra ti
me
for p
rinci
ple
3.)
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n20
,000
And
ra M
augh
anFe
dera
l1N
34
G-5
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
6 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
7/1/
2015
8/31
/201
6ES
EA T
itle
I Foc
us S
choo
ls So
uth
lake
hig
h Sc
hool
Gra
nt fu
ndin
g fo
r sel
ecte
d sc
hool
s/di
stric
t to
turn
arou
nd th
e sc
hool
(s) b
y dr
amat
ical
ly in
crea
sing
stud
ent a
chie
vem
ent a
nd d
ecre
asin
g th
e op
portu
nity
gap
by
deve
lopi
ng/im
plem
entin
g re
sear
ch-b
ased
m
odel
s of i
nstru
ctio
n an
d se
rvic
es, a
nd p
rofe
ssio
nal d
evel
opm
ent a
nd c
reat
ing
the
cond
ition
s ne
cess
ary
to su
ppor
t thi
s wor
k.(C
ertif
icat
ed a
nd C
lass
ified
ect
ra ti
me
and
mat
eria
ls fo
r cre
dit r
etrie
val i
n an
d ex
tend
ed y
ear m
odel
)
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n20
,000
Kei
th S
mith
Fede
ral
1N09
11/1
/201
410
/31/
2017
Exec
utiv
e N
urse
Fel
low
sTh
is A
gree
men
(the
"A
gree
men
t") i
s ent
ered
into
this
1st d
ay o
f Nov
embe
r 201
4 (th
e "E
ffect
ive
Dat
e") b
y an
d be
twee
n th
e C
ENTE
R F
OR
CR
EATI
VE
LEA
DER
SHIP
(ref
erre
d to
as "
CC
L") a
nd
cond
ition
s of t
he P
artie
s to
parti
cipa
te in
a p
rogr
am e
ntitl
ed "
Exec
utiv
e N
urse
Fel
low
s" (r
efer
red
to
as th
e "P
rogr
am")
, spo
nsor
ed b
y a
gran
t fro
m th
e R
ober
t WSo
od Jo
hnso
n Fo
unda
tion
(ref
erre
d to
as
"RW
JF")
. C
CL
and
subc
ontra
ctor
shal
l be
refe
rred
to c
olle
ctiv
ely
here
in a
s the
"Pa
rties
" an
d ea
ch a
"P
arty
"
Rob
ert W
ood
John
son
Foun
datio
n35
,000
Kat
hlee
n Jo
hnso
nFo
unda
tion
1N08
9/1/
2015
8/31
/201
6Fa
irmou
nt P
ark
PTA
Supp
lem
enta
l fun
ding
for a
par
tial F
TE fu
ndin
g Ja
net P
ende
rgra
ss.
Fairm
ount
Par
k PT
A45
,000
Julie
Bre
iden
bach
PTA
1M94
9/1/
2015
8/31
/201
6Fa
mili
es a
nd E
duca
tion
Levy
Dat
a su
ppor
tTh
e C
ity o
f Sea
ttle
and
Seat
tle S
choo
l Dist
rict c
omm
it to
sign
ifica
ntly
incr
ease
the
num
ber o
f ch
ildre
n re
ady
for s
choo
l , a
chie
ving
aca
dem
ical
ly o
nce
in sc
hool
, and
gra
duat
ing
read
y fo
r col
lege
or
a ca
reer
. A
chie
ving
thes
e go
als w
ill b
e on
beh
alf o
f, an
d w
ill b
enef
it, th
e D
istric
t and
its s
tude
nts.
In
orde
r to
anal
yze
prog
ress
tow
ard
redu
cing
the
stad
ent a
chie
vem
nt g
ap, d
ata
mus
t be
capa
ble
of
bein
g di
sagg
rega
ted
by ra
ce, e
thni
city
, hom
e la
ngua
ge, c
ount
ry o
f org
in, E
nglis
h Pr
ofic
ienc
y, sp
ecia
l ed
ucat
ion
stat
us, g
ende
r, an
d sc
hool
.
City
of S
eattl
e/D
epar
tmen
t of E
duca
tin a
nd E
arly
Le
arni
ng11
3,44
1Ju
die
Jaeg
erC
ity1M
22
12/1
9/20
1312
/31/
2015
Fam
ily S
uppo
rt Pr
ogra
m F
amily
Cris
isTh
is Fu
nd is
for t
he e
stab
lishm
ent o
f a c
risis
fund
for t
he F
amily
Sup
port
Prog
ram
's R
efer
ral S
ervi
ce
mod
el.
If m
ay b
e us
ed a
t you
r tea
rm's
disc
retio
n fo
r fam
ilies
with
urg
ent/c
risis
need
s in
your
pr
ogra
m.
Schu
ltz F
amily
Fou
ndat
ion
35,0
00A
lesia
Jess
ieFo
unda
tion
1M55
9/1/
2015
8/31
/201
6Fa
mily
Sup
port
Wor
ker
Fund
ing
for i
nves
tmen
ts in
this
prog
ram
is p
rovi
ded
by th
e 20
11 F
amili
es a
nd E
duca
tion
Leve
(FEL
) an
d is
appr
opria
ted
to O
FE, w
hich
has
lead
resp
onsib
ility
for a
chie
ving
and
mon
itorin
g ov
eral
l Lev
y ou
tcom
es.
Usin
g Fa
mily
Sup
port
inve
stm
ents
, PH
SKC
and
OFE
, in
colla
bora
tion
with
SPS
, sha
re a
co
mm
itmen
t to
achi
eve
resu
lts fo
r Sea
ttle's
chi
ldre
n.
Publ
ic H
ealth
Sea
ttle
& K
ing
Cou
nty
870,
035
Ale
sia Je
ssie
City
-FEL
1F61
7/1/
2015
6/30
/201
6Fr
uit a
nd V
eget
able
Pro
gram
The
prog
ram
pro
vide
s all
child
ren
in p
artic
ipat
ing
scho
ols w
ith a
var
iety
of f
ree
fresh
frui
ts a
nd
vege
tabl
es th
roug
hout
the
day.
Thi
s pro
gram
is se
en a
s an
impo
rtant
cat
alys
t for
cha
nge
in e
fforts
to
com
bat c
hild
hood
obe
sity
by h
elpi
ng c
hild
ren
lear
n m
ore
heal
thfu
l eat
ing
habi
ts a
nd in
trodu
ces s
choo
l ch
ildre
n to
var
ielty
of p
rodu
ce th
at th
ey o
ther
wise
mig
ht n
ot h
ave
had
the
oppo
rtuni
ty to
sam
ple.
Th
e Fr
esh
Frui
t and
Veg
etab
le P
rogr
am H
andb
ook
is ab
aila
ble
onlin
e vi
a O
PSI.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n24
3,00
0Te
resa
Fie
lds
Fede
ral
1L41
9/1/
2015
6/30
/201
6G
atew
ood
PTA
Gra
ntSu
pple
men
tal f
undi
ng fo
r Lib
raria
n, E
arly
Prim
ary
Rea
ding
Inte
rvet
ion,
Art
PCP
and
addi
tiona
l FTE
.G
atew
ood
PTA
58,8
10C
onni
e A
lem
anPT
A1D
61
2/26
/201
55/
1/20
17G
enet
ics S
tudi
es w
ith Z
ebra
fish
- Nat
han
hale
The
awar
d su
ppor
ts th
e ef
forts
of o
utst
andi
ng h
igh
scho
ol sc
ienc
e te
ache
rs in
the
Paci
fic N
orth
wes
t th
roug
h th
e Pa
tner
s in
Scie
nce
Supp
lem
enta
l Pro
gram
. Th
is am
ount
is su
pple
men
ted
by e
ach
high
sc
hool
that
pro
vide
s up
to $
2,00
0 in
mat
chin
g fu
nds t
o en
able
the
scie
nce
teac
hers
to st
reng
hen
labo
rato
ry in
stru
ctio
n w
ith a
gre
ater
deg
ree
of st
uden
t inq
uiry
and
han
ds-o
n sc
ienc
e fo
r the
ir st
uden
ts.
The
awar
d al
so in
clud
es fu
nds t
o at
tend
two
natio
nal P
artn
ers i
n Sc
ienc
e co
nfer
ence
s w
here
teac
hers
shar
e th
ese
impl
emen
tatio
n id
eas w
ith th
eir p
eers
and
list
en to
and
disc
uss c
urre
nt
tese
arch
bei
ng c
oudu
cted
acr
oss t
he c
ount
ry.
MJ M
urdo
ck C
harit
able
Tru
st7,
000
Jill H
udso
nFo
unda
tion
1N14
9/30
/201
59/
29/2
016
GET
FIT
-GET
SM
AR
T-EL
F PR
OJE
CT
The
ELF
(Ear
ly L
earn
ing
and
Fitn
ess)
Pro
ject
will
serv
e Se
attle
Pub
lic S
choo
ls Pr
eK-K
stud
nts i
n th
e 32
ele
men
tary
scho
ols w
ith g
reat
est n
eed.
The
free
/redu
ced
lunc
h ra
tes a
t the
se sc
hool
s are
30%
or
hghe
r - m
any
reac
hing
ove
r 85%
. SP
S en
sure
s edu
catio
nal e
xcel
lenc
e an
d eq
uity
for e
very
stud
ent,
Kin
g C
ount
y Pa
rtner
ship
s for
Impr
ovin
g C
omm
unity
H
ealth
40,0
00Lo
ri D
unn
Fede
ral
1N24
G-6
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
7 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
8/1/
2015
8/31
/201
6G
rads
-Ear
ly A
chie
vers
Pro
ject
Prov
ide
serv
ices
for t
een
pare
nts G
RA
DS
is an
in-s
choo
l com
preh
ensiv
e pr
ogra
m o
f pre
gnan
t and
pa
rent
ing
stud
ents
. Ea
rly A
chie
ves i
s Was
hing
ton's
fram
ewor
k fo
r pro
vidi
ng h
ihg
qual
ity c
hild
car
e,
help
ing
child
ren
ge re
ady
for s
ucce
ss in
kin
derg
arte
n an
d be
yond
.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n5,
000
Mar
y D
aviso
nFe
dera
l1M
68
9/1/
2015
6/30
/201
6G
reen
Lak
e Su
pple
men
tal S
taffi
ngSu
pple
men
tal f
undi
ng fo
r Sta
ffing
201
5-16
scho
ol y
ear.
Gre
en L
ake
PTA
101,
557
Joan
ne B
ower
sPT
A1F
37
9/1/
2015
6/30
/201
6G
reen
Lak
e Te
chno
logy
PTA
Gra
ntFu
ndin
g fo
r Tec
hnol
ogy.
PTA
22,0
00Jo
anne
Bow
ers
PTA
1D60
9/9/
2015
6/23
/201
6H
azel
Wol
f K-8
PTA
Sta
ffing
Gra
ntSu
pple
men
tal f
undi
ng fo
r a 0
.18
FTE
Elem
enta
ry C
ouns
elor
.H
azel
Wol
f K-8
PTA
14,5
32D
ebbi
e N
else
nPT
A1N
20
11/1
/201
510
/31/
2016
Hea
d St
art G
rant
Pr
ovid
e hi
gh-q
ualit
y ea
rly e
duca
tion
serv
ices
that
pro
mot
e th
e ph
ysic
al, h
ealth
, soc
ial,
and
emot
iona
l de
velo
pmen
t app
roac
hes t
o le
arni
ng, l
angu
age
and
liter
acy,
and
cog
nitio
n an
d ge
nera
l kno
wle
dge
of
youn
g ch
ildre
n du
ring
the
early
yea
rs.
Dep
artm
ent o
f Hea
lth &
Hum
an S
ervi
ces
4,34
6,92
1Eu
gene
Gou
sieFe
dera
l1B
60
9/1/
2014
8/31
/201
6H
igh
Qua
lity
Dat
a-D
riven
Inst
ruct
ion
This
prog
ram
, the
stud
y w
ill su
ppor
t a h
alf-t
ime
data
coa
ch a
t eac
h tre
tmen
t sch
ool.
In a
dditi
on,
teac
hers
and
scho
ol le
ader
s in
thes
e se
lect
ed sc
hool
s will
rece
ive
free
train
ing,
pro
fess
iona
l de
velo
pmen
t, an
d te
chni
cal a
ssist
ance
from
Foc
us o
n R
esul
ts, a
nat
iona
lly re
cogn
ized
pro
vide
r of
data
-driv
en in
stru
ctio
n su
ppor
t. In
thes
e sc
hool
s, th
e sc
hool
lead
ersh
ip te
am (c
ompo
sed
of
prin
cipa
ls, d
ata
coac
hes,
and
grad
e-le
vel c
hairs
) will
rece
ive
initi
al tr
aini
ng, A
s par
t of t
he
inte
rven
tion,
the
data
coa
ch w
ill o
rgan
ize
and
faci
litat
e re
gula
r tea
cher
col
labo
ratio
n m
eetin
gs (o
r pr
ofes
siona
l lea
rnin
g co
mm
uniti
es) w
ith a
ll te
ache
rs in
the
stud
y gr
ade
leve
ls.
U.S
. Dep
artm
ent o
f Edu
catio
n27
3,00
0Sh
auna
Hea
th
Stat
e1N
02
9/1/
2015
8/31
/201
6H
igh
Scho
ol A
chie
vem
ent P
rogr
am (
HSA
AP)
Fund
ing
for i
nves
tmen
t in
thes
e pr
ogra
ms i
n pr
ovid
ed b
y th
e 20
11 F
amili
es a
nd E
duca
tion
Levy
(F
EL) a
nd is
app
ropr
iate
d to
OFE
, whi
ch h
as le
ad re
spon
sibili
ty fo
r ach
ievi
ng a
nd m
onito
ring
over
all
Levy
out
com
es.
City
of S
eattl
e -O
ffice
for E
duca
tion
2,16
7,44
3M
icha
el S
tone
City
-FEL
1H48
10/1
/201
48/
31/2
016
Hig
h S
choo
l Gra
duat
ion
Init
iati
veS
upp
ort
the
impl
emen
tati
on o
f effe
ctiv
e, s
ust
ain
able
an
d co
ordi
nat
ed d
ropo
ut
prev
enti
on a
nd
re-e
ntr
y pr
ogra
ms
in h
igh
sch
ools
wit
h a
nn
ual
dro
pou
t ra
tes
that
ex
ceed
th
eir
stat
e av
erag
e an
nu
al d
ropo
ut
rate
. Fu
nds
als
o m
ay b
e u
sed
to
supp
ort
acti
viti
es a
t m
iddl
e sc
hoo
ls t
hat
feed
into
hig
h s
choo
ls t
hat
hav
e dr
opou
t ra
tes
that
exc
eed
the
stat
e av
erag
e an
nu
al d
ate.
U.S
. Dep
artm
ent
of E
duca
tion
1,93
1,44
4A
nn
ual
Rep
ort
due
7-10
mon
ths
afte
r st
art
of c
urr
ent
budg
et p
erio
d
Eri
n S
toen
Fede
ral
1K98
7/1/
2015
8/31
/201
6H
ighl
y C
apab
le S
tude
nts
The
gran
t will
supp
ort t
he D
istric
t in
the
deve
lopm
ent o
f ide
ntifi
catio
n pr
oced
ures
and
app
ropr
iate
ed
ucat
iona
l pro
gram
opt
ions
for s
tude
nts w
ho d
emon
stra
te h
igh
acad
emic
stre
ngth
s and
adv
ance
d co
nten
t kno
wle
dge
area
s.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n49
8,35
7St
ephe
n M
artin
Stat
e1A
22
7/1/
2015
8/31
/201
6H
ospi
tal E
duca
tion
Prog
ram
Hom
e or
hos
pita
l ins
truct
ion
shal
l be
prov
ided
to st
uden
ts e
ligib
le fo
r spe
cial
edu
catio
n an
d ot
her
stud
ents
who
are
una
ble
to a
ttend
scho
ol fo
r an
estim
ated
per
iod
of fo
ur w
eeks
or m
ore
beca
use
of
phys
ical
disa
bilit
y or
illn
ess.
As c
ondi
tions
to su
ch se
rvec
es, t
he p
aren
t of a
stud
ent s
hall
requ
est t
he
serv
ices
and
pro
vide
a w
ritte
n st
atem
ent t
o th
e sc
hool
dist
rict f
rom
a q
ualif
ied
med
ical
pra
ctiti
oner
th
at st
ates
the
stud
ent w
ill n
ot b
e ab
le to
atte
nd sc
hool
for a
n es
timat
ed p
erio
d of
at l
east
four
wee
ks.
A st
uden
t who
is n
ot d
eter
min
ed e
ligib
le fo
r spe
cial
edu
catio
n, b
ut w
ho q
ualif
ies p
ursu
ant t
o th
is su
bect
ion
shal
l be
deem
ed "
disa
bled
" on
ly fo
r the
pur
pose
of h
ome/
hosp
ital i
nstru
ctio
nal s
ervi
ces a
nd
fund
ing
and
may
not
oth
erw
ise q
ualif
y as
a sp
ecia
l edu
catio
n st
uden
t for
the
purp
oses
of g
ener
atin
g st
ate
or fe
dera
l spe
cial
edu
catio
n fu
nds.
A sc
hool
dist
rict s
hall
not p
ay th
e co
st o
f the
stat
emen
t fro
m
a qu
alifi
ed m
edic
al p
ract
ition
er fo
r the
pur
pose
s of q
ualif
ying
a st
uden
t for
hom
e/ho
spita
l in
stru
ctio
nal s
ervi
ce p
ursu
ant t
o th
is se
ctio
n
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n46
5,50
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yeth
Jess
ceSt
ate
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SPS
Gra
nts I
nven
tory
201
5-16
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rd a
ppro
val r
equi
red
annu
ally
Page
8 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/1/
2015
6/30
/201
6H
ucho
osed
ah A
fter S
choo
l Pro
gram
The
City
of S
eattl
e is
inve
stin
g in
seve
ral a
fter-
scho
ol p
rogr
ams,
incl
udin
g th
is A
genc
y's p
rogr
am, t
o pr
ovid
e af
ter-
scho
ol se
rvic
es fo
r Kin
derg
arte
n - F
ifth
Gra
de c
hild
ren,
incl
udin
g En
glish
lang
uage
le
arne
rs, f
rom
eth
nic-
spec
ific
com
mun
ities
of c
olor
to p
rovi
de se
rvic
es fo
r chi
ldre
n w
hose
scor
es o
n st
ate
acad
emic
ass
essm
ents
are
at l
east
20
perc
enta
ge p
oint
s low
er th
an th
e sc
hool
dist
rict
com
mun
ity a
vera
ges a
nd w
ho a
re a
t risk
for n
ot m
eetin
g st
ate
stan
dard
s in
read
ing
and
mat
h. B
y in
vest
ing
in th
e A
genc
y's A
fter s
choo
l Pro
gram
, the
Hum
an S
ervi
ces D
epar
tmen
t see
ks to
pro
mot
e he
alth
y de
velo
pmen
t and
aca
dem
ic su
cces
s for
stud
ents
Kin
derg
arte
n th
roug
h Fi
fthe
FGra
de w
ho a
re
enro
lled
in th
e A
genc
y's a
fter-
scho
ol p
rogr
am.
City
of S
eattl
e48
,233
Gai
l Mor
risC
ity1F
51
12/1
5/20
156/
30/2
019
INSP
IRE
Proj
ect-E
xpan
sion
to K
-12
Mat
h C
lass
room
K-2
teac
hers
from
up
to fi
ve sc
hool
s ind
entif
ied
by S
PS's
Teac
hing
and
Lea
rnin
g Te
am a
s hav
ing
a hi
gh n
eed
but l
imite
d fu
ndin
g fo
r Kin
derg
arte
n, G
rade
1, a
nd /o
r Gra
de 2
mat
h su
ppor
t will
rece
ive.
Up
to tw
o da
ys o
f US-
led
prof
essio
nal d
evel
opm
ent (
PD),
follo
win
g th
e m
odel
of c
olla
bora
tive
job-
Was
hing
ton
STEM
192,
000
Ann
a B
oxFo
unda
tion
1N45
7/1/
2015
6/30
/201
6Jo
bs fo
r Was
hing
ton's
Gra
duat
e - C
leve
land
Hig
h Sc
hool
Jobs
for W
ashi
ngto
n's G
radu
ate
(JW
G) i
s a d
ropo
ut p
reve
ntio
n pr
ogra
m th
at o
ffers
stud
ents
with
ba
rrie
rs in
seco
ndar
y ed
ucat
ion
an o
ppor
tuni
ty to
succ
essf
ully
com
plet
e hi
gh sc
hool
with
a
mea
ning
ful g
oal.
JWG
pro
vide
s var
ious
ave
nues
for s
tude
nts t
o su
cces
sful
ly tr
ansit
ion
from
scho
ol to
an
ent
ry le
vel j
ob th
at le
ads t
o a
care
er.
The
focu
s of J
WG
is n
ot o
nly
to su
cces
sful
ly tr
ansit
ion
stud
ents
from
scho
ol to
ent
ry le
vel j
obs,
but t
o pr
omot
e hi
gh sc
hool
tran
sfor
mat
ion
to m
ake
it po
ssib
le fo
r low
ach
ievi
ng st
uden
ts to
be
colle
ge a
nd c
aree
r rea
dy.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n10
,000
Geo
rge
Bre
land
Stat
e1M
89
8/1/
2015
6/30
/201
6Jo
hn H
ay S
uppo
rt fo
r Aca
dem
ics
Supp
lem
enta
l fun
ding
for a
1..0
FTE
teac
her -
Han
na H
anse
n, 0
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TE te
ache
r - R
ache
l Nel
son-
Kne
cht,
0.7
FTE
teac
her -
Noe
lle K
aise
r, 0.
5 FT
E te
ache
r - C
hrist
ina
Chi
naka
, 0.5
FTE
Cla
ssifi
ed
Offi
ce S
uppo
rt - E
rin H
ayes
.
John
Hay
Fou
ndat
ion
245,
000
Bro
dy L
aRoc
kFo
unda
tion
1F29
7/1/
2015
6/30
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6Jo
hn S
tanf
ord
PTA
Gra
ntSu
pple
men
tal f
unds
for L
angu
age
Imm
ersio
n In
stru
ctio
nal A
ssist
ants
for t
en 1
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TE p
ositi
ons f
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f 10.
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Sta
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6K
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Ener
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ffici
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Gra
nts-
Ada
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The
2013
-15
stat
e ca
pita
l bud
get a
ppro
pria
ted
$7 m
illin
in c
apita
l fun
ds, p
lus $
2 m
illio
n re
mai
ning
fro
m p
revi
ous a
ppro
pria
tions
, for
OSP
I to
adm
inist
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ovem
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Offi
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n50
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kuta
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HC
Rad
io C
omm
unity
Ser
vice
Gra
ntC
PB d
iistri
bute
s com
mun
ity se
rvic
e gr
ants
(CSG
s) to
non
com
mer
cial
pub
lic te
levi
sion
and
radi
o st
atio
ns th
at p
rovi
de si
gnifi
cant
g pu
blic
serv
ice
prog
ram
min
g to
thei
r com
mun
ities
. CSG
s hel
p st
atio
ns e
xpan
d th
e qu
ality
and
scop
e of
thei
r wor
k, w
heth
er in
edu
catio
nal n
ews,
publ
ic a
ffairs
or
othe
r pro
gram
min
g-al
l of w
hich
repr
esen
t an
imm
easu
rabl
e va
lue
to th
e A
mer
ican
peo
ple.
App
lican
t an
d cu
rren
t rec
ipie
nt st
atio
ns m
ust e
ach
year
mee
t a v
arie
ty o
f leg
al, m
anag
eria
l, st
affin
g an
d op
erat
iona
l crit
eria
for C
SG fu
ndin
g.
Cor
pora
tion
For P
ublic
Bro
adca
stin
g10
6,22
0Ju
ne F
axC
orpo
rate
1N51
9/8/
2015
6/30
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faye
tte P
TA S
taffi
ngPT
A fu
nds t
his g
rant
yea
rly a
nd it
will
be
in c
ompl
ianc
e w
ith d
istric
t pol
icy
and
guid
elin
es. F
undi
ng
for 4
th G
rade
Cam
p Te
ache
r Stip
end,
Tea
cher
Pro
fess
iona
l Dev
elop
men
t, W
riter
s in
Scho
ols
prog
ram
, Raz
Kid
s sub
scrip
tion,
Cla
ssro
om T
utor
s, H
ealth
Roo
m A
ssist
ant,
Cou
nsel
or, R
eadi
ng
Spec
ialis
t, In
stru
men
tal M
usic
, Pla
ygro
und
Supe
rviso
r and
Lun
chro
om A
ssist
ant.
Lafy
ette
PTA
100,
571
Rob
ert G
alla
ger
PTA
1H92
9/1/
2015
8/31
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urel
hurs
t PTA
Sta
ffing
Supp
lem
enta
l fun
ding
for a
0.1
FTE
for c
urre
nt In
stru
men
tal M
usic
Spe
cial
ist, E
lizab
eth
knig
hton
,a
0.8
FTE
for C
urre
nt R
eadi
ng S
peci
alist
, Elle
n R
eid.
,pay
ing
the
Stip
end
for u
nicy
cle,
pay
ing
a co
ntra
ct to
brin
g M
ath
for L
ove
do P
D, p
ayin
g a
cont
ract
to p
ay fo
r arti
sts i
n re
siden
ce a
t Lau
relh
urs
,pur
chas
ing
smar
t boa
rd p
ayin
g th
e st
ipen
d fo
r sou
nd p
artn
ers t
utor
ing,
Mat
h tu
tors
, add
ition
al m
ath
help
,Sci
ence
tuto
r, te
ache
r rel
ease
tim
e an
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ext
ra ti
me
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boo
k st
udy
grou
p.
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ehur
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rah
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A1F
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9/1/
2015
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wto
n PT
A S
taffi
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rant
Supp
lem
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Law
ton
PTA
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ian
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zaPT
A1G
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Gra
nts I
nven
tory
201
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rd a
ppro
val r
equi
red
annu
ally
Page
9 o
f 17
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/1/
2015
8/31
/201
6Le
arni
ng A
ssist
ance
Pro
gram
(LA
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esig
ned
to p
rovi
de a
dditi
onal
ext
ende
d le
arni
ng o
ppor
tuni
ties t
o lo
w-p
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rmin
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uden
ts in
gra
des
K-1
2 an
d se
rvic
es fo
r tho
se e
leve
nth
and
twel
fth g
rade
stud
ents
at-r
ish o
f not
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ting
stat
e/lo
cal
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uatio
n re
quire
men
ts.
Offi
ce o
f the
Sup
erin
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ent o
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lic In
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ctio
n8,
274,
298
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hael
Sto
neSt
ate
1A28
5/13
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017
Lict
on S
prin
gs F
lood
Red
uctio
n Pr
ojec
tSe
attle
Pub
lic S
choo
ls to
wor
k co
llabo
rativ
ely
with
Sea
ttle
Publ
ic U
tiliti
es, a
nd in
corp
orat
e Se
attle
ub
lic U
tiliti
es' d
esig
n, re
quire
d pe
rmits
, and
infra
stru
ctur
e im
prov
emen
t nor
th o
f the
pro
ject
site
w
ithin
the
Wils
on P
acifi
c pr
ojec
t, w
ith S
eattl
e Pu
blic
Util
ities
reim
burs
ing
Seat
tle P
ublic
Sch
ools
at
cost
for e
xpen
ses d
irect
ly a
pplic
able
to th
e dr
aina
ge sy
stem
impr
ovem
ents
, to
miti
gate
the
exist
ing
flood
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prob
lem
and
rem
ove
the
risk
to th
e pr
ojec
t con
stru
ctio
n pr
oces
s, as
des
crib
ed in
the
atta
ched
Mem
oran
dum
of A
gree
men
t. S
ee a
ttach
ed M
OA
for d
etai
ls.
City
of S
eattl
e Pu
blic
Util
ities
(SPU
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Ric
hard
Bes
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ity
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1
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016
Low
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lem
enta
ry P
TA G
rant
Supp
lem
enta
l fun
ding
for p
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perv
isors
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peo
ple.
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TA8,
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i Gue
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A1F
16
6/1/
2015
6/30
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Seve
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rant
- N
orth
gate
Ele
men
tary
The
Gra
ntee
agr
ees t
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ply
the
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xclu
sivel
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war
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e N
orth
gate
Ele
men
tary
K
inde
rgar
ten
Cla
ssro
om S
uppo
rt In
itiat
ive,
whi
ch is
adm
inist
ered
by
the
Gra
ntee
. Th
e gr
ant f
unds
ar
e no
t to
be u
sed
for a
ny o
ther
pur
pose
with
out t
he F
ound
atio
n's p
rior a
ppro
val i
n w
ritin
g.
Luck
y Se
ven
Foun
datio
n99
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Kat
rina
Pear
lFo
unda
tion
1L68
9/1/
2014
12/3
1/20
15M
ath
and
Scie
nce
Partn
ersh
ips
MSP
pro
ject
s foc
us o
n de
epin
g co
nten
t kno
wle
dge
of te
ache
rs in
mat
h an
d sc
ienc
e th
roug
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llabo
rativ
e ef
forts
from
IHES
s and
oth
er p
artn
ers.
Offi
ce o
f the
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perin
tend
ent o
f Pub
lic In
stru
ctio
n47
8,47
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anie
l Gal
lagh
erFe
dera
l1G
78
8/26
/201
56/
30/2
016
McD
onal
d In
tern
atio
nal S
choo
l PTA
Sta
ffing
Gra
ntSu
pple
men
tal f
undi
ng fo
r Lan
guag
e Im
mer
sion
Inst
ruct
iona
l Ass
istan
ts (1
0 FT
E Im
mer
sion
Lagu
age
Inst
ruct
iona
l Ass
istan
ts a
nd fu
ndin
g fo
r 5 in
tern
s)
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onal
d In
tern
atio
na P
TA39
9,50
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an G
olos
man
PTA
1L48
9/1/
2015
8/31
/201
6M
cGilv
ra P
TA S
taffi
ng G
rant
Supp
lem
enta
l fun
ding
for a
2.0
FTE
teac
hers
, 0.6
FTE
Cou
nsel
or a
nd 0
.25
FTE
offic
e as
st.
McG
ilvra
PTA
243,
342
Mar
ia B
reud
erPT
A1A
32
3/1/
2016
6/30
/201
6M
END
R (M
inor
tiy E
ngag
emen
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iplin
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educ
tion
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earc
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olla
bora
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To p
rovi
ded
fund
s to
Seat
tle P
ublic
Sch
ools
to S
uppo
rt a
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Res
earc
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naly
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ill
supp
ort t
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END
R p
roje
ct w
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ata
retri
eval
and
ana
lysis
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e R
esea
rch
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lyst
will
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supe
rvise
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Eric
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erso
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e di
rect
or o
f Sea
ttle
Publ
ic S
choo
ls D
ivisi
on o
f Res
earc
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valu
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and
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essm
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cific
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per
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U.S
. Dep
artm
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f Edu
catio
n20
,285
Eric
And
erso
nFe
dera
l1N
48
9/1/
2015
8/31
/201
6M
iddl
e Sc
hool
Aca
dem
ic A
chie
vem
ent P
rogr
am (M
SAA
P)Fu
ndin
g fo
r inv
estm
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n th
ese
prog
ram
s is p
rovi
ded
by th
e 20
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amili
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nd E
duca
tion
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(F
EL) a
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app
ropr
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OFE
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ch h
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ad re
spon
sibiti
ty fo
r eac
hiev
ing
and
mon
itorin
g ov
eral
l Lev
y ou
tcom
es.
City
of S
eattl
e -O
ffice
for E
duca
tion
4,41
1,76
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icha
el S
tone
City
-FEL
1F68
9/1/
2015
8/31
/201
6M
iddl
e Sc
hool
Out
of S
choo
l Pro
gram
Tra
nspo
rtatio
n &
Ath
letic
s Fu
ndin
g fo
r inv
estm
ent i
n th
ese
prog
ram
s is p
rovi
ded
by 2
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Fam
ilies
& E
duca
tion
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. Th
e D
epar
tmen
t has
lead
resp
onsib
ility
for a
chie
ving
and
mon
itorin
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vy o
utco
mes
fo rc
erta
in O
ut o
f Sc
hool
Tim
e Pr
ogra
ms.
Usin
g FE
L O
ut o
f Sch
ool T
ime
inve
stim
ents
, Thb
e D
epar
tmen
t, A
genc
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and
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r ser
vice
pro
vide
rs sh
are
a co
mm
itmen
t to
achi
evin
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sults
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eattl
e's c
hild
ren
in th
e fo
llow
ing
area
Aca
dem
ic A
chie
vem
en t
and
Red
uctio
n of
the
Aca
dem
ic A
chie
vem
ent G
ap-a
s m
easu
red
by th
e M
easu
rem
ents
of S
tude
nt P
rogr
ess (
MSP
) or o
ther
Sta
te S
tand
ardi
zed
Tesx
t.
City
of S
eattl
e62
1,30
9Er
ic M
cCur
dySt
ate
1F69
9/1/
2015
8/31
/201
6M
ontla
ke P
TA S
taffi
ng G
rant
Supp
lem
enta
l fun
ding
for a
0.5
FTE
Art
teac
her,
a 0.
5 FT
E M
ath
Inte
rven
tion
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her a
0.3
FTE
Li
brar
ian/
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ia S
peci
alist
, Tut
ors,
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adde
d, P
layg
roun
d Im
prov
emen
t and
Lea
rnin
g W
alk.
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tlake
PTA
133,
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Mel
issa
Gra
yPT
A1A
37
9/1/
2015
6/30
/201
6N
atha
n H
ale
Foun
datin
Gra
nt fo
r Tea
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gTh
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nds t
o st
aff t
wo
teac
hers
.N
atha
n H
ale
Foun
datio
n90
,000
Jill H
udso
nFo
unda
tion
1H89
9/1/
2015
8/31
/201
6N
esho
lm M
iddl
e Sc
hool
Lite
racy
Sup
port
Prog
ram
(kid
s in
the
Mid
dle)
Supp
lem
enta
l fun
ding
for s
alar
ies o
f the
Ass
istan
t Prin
cipa
l for
Lite
racy
at t
hree
scho
ols:
Aki
Kur
ose,
A
sa M
erce
r and
Den
ny M
iddl
e Sc
hool
. Fu
ndin
g w
ill a
lso c
over
trav
el a
nd re
leas
e tim
e fo
r Lea
d Li
tera
cy te
ache
r.
Nes
holm
Fam
ily F
ound
atio
n56
5,65
5K
athl
een
Vas
quez
Foun
datio
n1C
52
7/1/
2015
8/31
/201
6N
on-T
radi
tiona
l Fie
lds C
ompe
titiv
e G
rant
For
Ski
lls C
ente
rFu
ndin
g fo
r Dev
elop
men
t and
impl
emen
tatio
n of
non
tradi
tiona
l act
iviti
es to
pro
mot
e pr
epar
aton
for
high
skill
s, hi
gh w
age,
or h
igh
dem
and
occu
patio
ns in
non
tradi
tiona
l fie
lds.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n 9,
000
Sher
ri K
okx
Fede
ral
1N52
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SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
10
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7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
7/1/
2015
8/31
/201
6N
on-T
radi
tiona
l Fie
lds C
ompe
titiv
e G
rant
Fund
ing
for D
evel
opm
ent a
nd im
plem
enta
tion
of n
ontra
ditio
nal a
ctiv
ities
to p
rom
ote
prep
arat
on fo
r hi
gh sk
ills,
high
wag
e, o
r hig
h de
man
d oc
cupa
tions
in n
ontra
ditio
nal f
ield
s.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n9,
000
Dan
Gal
lagh
erFe
dera
l1K
72
10/1
2/20
156/
30/2
016
Nor
th B
each
PTA
Sta
ffing
Fund
ing
for N
orth
Bea
ch R
esid
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peci
alist
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gram
Nor
th B
each
PTA
27,8
40Ju
lie C
oxPT
A1K
97
9/1/
2015
6/30
/201
6O
lym
pic
Vie
w P
TA S
taffi
ngSu
pple
men
tal f
undi
ng fo
r a 0
.2 F
TE fo
r Sch
ool n
urse
and
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TE fo
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TA30
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ra P
owel
lPT
A1G
68
1/1/
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layg
roun
dSu
pple
men
tal f
undi
ng fo
r Pla
ygro
und
Red
evel
opm
ent P
roje
ct.
Kin
g C
ount
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nds w
ill b
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ed fo
r all-
wea
ther
surfa
ced
gam
e co
urts
and
rum
min
g pa
th; c
ompo
site
play
stru
ctur
e an
d sa
fety
surfa
cing
; and
po
le a
nd ra
mp
cour
se fo
cusin
g on
chi
ldre
n us
ing
whe
elch
airs
.
Kin
g C
ount
y N
atur
al R
esou
rces
and
Par
ks75
,000
Gre
tche
n D
eDec
ker
Oth
er23
AP
4/15
/201
56/
30/2
016
P-5
Mat
hem
atie
s Lea
ders
hip
Gra
nt: R
oad
Map
Reg
ion
The
Purp
ose
of th
is ag
reem
ent i
s to
prov
ide
fund
s to
impl
emen
t the
P-5
mat
hem
atic
s Pla
n in
co
njun
ctio
n w
ith th
e re
gion
al B
ill a
nd M
elin
da G
ates
Fou
ndat
ion's
"P-
5 M
athe
mat
ics L
eade
rshi
p G
rant
: Roa
d M
ap R
egio
n".
Puge
t Sou
nd E
SD99
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Cas
hel T
oner
Foun
datio
n1N
21
9/1/
2015
8/31
/201
6Pa
rtner
ship
for S
cien
ce a
nd E
ngin
eerti
ng P
ract
ices
II (P
SEP
II)
MSP
pro
ject
s foc
us o
n de
epen
ing
cont
ent k
now
ledg
e of
teac
hers
in m
ath
and
scie
nce
thro
ugh
colla
bora
tive
effo
rts fr
om IH
E an
d ot
her p
artn
ers.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n49
6,10
9D
anie
l Gal
lagh
erFe
dera
l1N
18
1/1/
2015
12/3
1/20
16Pa
thfin
der K
8 Sc
hool
Pla
ygro
und
Supp
lem
enta
l fun
ding
for P
layg
roun
d R
edev
elop
men
t Pro
ject
. Kin
g C
ount
y fu
nds w
ill b
e us
ed fo
r co
mpo
site
play
stru
ctur
e an
d sa
fety
surfa
cing
.
Kin
g C
ount
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atur
al R
esou
rces
and
Par
ks75
,000
Gre
tche
n D
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ker
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er23
AN
7/1/
2015
8/31
/201
6Pe
rkin
s (5-
Yea
r) A
pplic
atio
n Pl
anPr
ovid
e m
ore
fully
the
acad
emic
and
car
eer a
nd te
chni
cal s
kills
of s
econ
dary
edu
catio
n st
uden
ts a
nd
post
-sec
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ry st
uden
ts w
ho e
lect
to e
nrol
l in
care
er a
nd te
chni
cal e
duca
tion
prog
ram
s.
Offi
ce o
f the
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erin
tend
ent o
f Pub
lic In
stru
ctio
n33
8,74
8M
ary
Dav
ison
Fede
ral
1A03
7/1/
2015
8/31
/201
6Pe
rkin
s (5-
Yea
r) S
kill
Cen
ters
Onl
yPr
ovid
e m
ore
fully
the
acad
emic
and
car
eer a
nd te
chni
cal s
kills
of s
econ
dary
edu
catio
n st
uden
ts a
nd
post
-sec
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ry st
uden
ts w
ho e
lect
to e
nrol
l in
care
er a
nd te
chni
cal e
duca
tion
prog
ram
s.
Offi
ce o
f Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n19
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Sher
ri K
okx
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ral
1M54
7/1/
2015
7/31
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ilant
hrop
ic P
artn
ers i
n Pu
blic
Ed
Urb
an S
choo
ls H
uman
Cap
ital A
cade
my
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The
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trai
ning
pro
gram
will
alig
n th
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S H
uman
Res
ourc
es D
epar
tmen
t's fu
nctio
nalit
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ith
the
dist
rict's
rece
ntly
app
rove
d st
rate
gic
plan
for 2
013-
18 a
nd w
ill e
nhan
ce it
s cap
abili
ty w
ith re
spec
t. St
rate
gic
tale
nt m
anag
emen
t, Im
prov
ed H
R se
rvic
e to
cus
tom
ers a
nd M
akin
g m
easu
rabl
e, d
ata-
driv
en im
prov
emen
ts.
Alli
ance
for E
duca
tion/
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tner
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sitiv
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and
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(PB
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tle Y
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stra
tegi
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ding
w
rapa
roun
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rvic
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you
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etw
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the
ages
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yea
rs o
f age
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isk o
f pe
rpet
uatin
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bei
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iole
nce
in S
eattl
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entra
l Are
a, S
outh
east
and
Sou
thw
est
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ghbo
rhoo
ds. T
he b
udge
t pro
vide
s for
app
roxi
mat
ely
twen
ty-th
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full-
day
subs
titut
e te
ache
rs
at e
ach
scho
ol.
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ed o
n th
e bu
dget
, it i
s ant
icip
ated
that
on
aver
age
appr
oxim
atel
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e (5
) tea
cher
s w
ill b
e tra
ined
at e
ach
scho
ol.
The
budg
et is
inte
nded
to p
rovi
de fl
exib
ility
for t
he n
umbe
r of
teac
hers
trai
ned
at e
ach
scho
ol b
ased
on
the
asse
ssm
ent c
ondu
cted
dur
ing
the
first
pha
se.
City
of S
eattl
e22
,892
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cia
Snad
erC
ity1N
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9/1/
2014
8/31
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6Pr
ek-3
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litio
n - P
rinci
pal L
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rshi
p/G
ates
Fou
ndat
ion
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ppor
t bui
ldin
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inci
pals'
' kno
wle
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lead
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ip in
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K-3
rd g
rade
, in
partn
ersh
ip w
ith
loca
l ear
ly le
arni
ng p
rovi
ders
. Th
is pr
ojec
t is p
art o
f the
col
labo
rativ
e w
ork
of th
e fo
ur-d
istric
t Pre
k-3r
d C
oalit
on.
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& M
elin
da G
ates
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ndat
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33,6
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l Ton
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1M96
6/15
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017
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ect L
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ki K
uros
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e Pr
ojec
t Lea
d Th
e W
ay fu
nds a
re to
offs
et th
e co
sts a
ssoc
iate
d w
ith th
e im
plem
enta
tion
of th
e PL
TW G
atew
ay In
trodu
ctio
n to
Com
pute
r Sci
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(IC
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ms
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datio
n1N
28
G-1
0
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
11
of 1
7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/1/
2015
8/31
/201
6Pr
ojec
t Tea
m R
ead
Wor
king
clo
sely
with
Sea
ttle
Publ
ic S
choo
ls le
ader
ship
, Tea
m R
ead
iden
tifie
s the
ele
men
tary
scho
ols
with
the
low
est r
eadi
ng sc
ores
and
gre
ates
t nee
d fo
r the
pro
gram
. Ea
ch S
epte
mbe
r, se
cond
and
third
gr
ade
teac
hers
refe
r to
the
prog
ram
stud
ents
who
are
read
ing
signi
fican
tlyh
belo
w g
rade
leve
l.
Pend
ing
perm
issio
n fro
m th
eir p
aren
ts, t
hese
stud
ents
go
on to
par
ticip
ate
in T
eam
Rea
d. T
eam
R
ead
read
ing
tuto
rs a
re h
igh-
scho
ol st
uden
ts w
ho re
ceiv
e in
ters
ive
train
ing,
coa
chin
g an
d gu
idan
ce
cons
isten
t with
the
Dist
rict's
read
ing
goal
s, st
anda
rds a
nd d
istric
t-wid
e re
adin
g st
rate
gies
. Th
e re
sear
ch-b
ased
cur
ricul
um w
as d
evel
oped
by
dist
rict r
eadi
ng sp
ecia
lists
and
focu
ses o
n in
crea
sing
voca
bula
ry d
evel
opm
ent,
fluen
cy a
nd c
ompr
ehen
sion.
Team
Rea
d29
9,20
7M
aure
en M
asse
yC
orpo
rate
1D04
9/5/
2015
8/21
/201
6Q
ueen
Ann
e PT
SA S
taffi
ng G
rant
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lem
enta
l fun
ding
for a
0.5
FTE
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ding
spec
ialis
t,a 0
.5 F
TE M
ath
spec
ialis
t, a
0.1
FTE
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nsel
or, a
0.1
FTE
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men
tary
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ic, C
olle
ge T
each
($12
,000
) and
hou
rly T
utor
($23
,000
).
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en A
nn P
TSA
146,
000
Dav
id E
lliot
tPT
SA1L
12
12/1
/201
58/
31/2
016
Rac
e to
the
Top
Disr
tict (
RTT
T-D
) Pro
ject
P1-
Tea
chin
g an
d Le
adin
g R
ound
3.1
To im
prov
e le
arni
ng fo
r ALL
in se
cond
ary
mat
hem
atic
s cla
ssro
oms b
y de
velo
ping
inst
ruct
iona
l ca
paci
ty o
f mat
h te
ache
rs a
nd le
ader
ship
cap
acity
of a
dmin
istra
tors
at o
ur h
igh
need
s hig
h sc
hool
and
fe
eder
mid
dle
scho
ol to
pro
vide
effe
ctiv
e m
ath
inst
ruct
ion
to st
uden
ts so
they
mee
t the
com
mon
cor
e st
ate
stan
dard
s in
mat
hem
atic
s.
Puge
t Sou
nd E
SD33
8,00
0B
rent
Jone
sFe
dera
l1M
52
3/1/
2015
8/31
/201
6R
ace
to th
e To
p Pr
ojec
t 4 E
xpan
d th
e Ef
fect
ive
Use
of D
igita
l STE
M T
olls
(Ble
nded
Lea
rnin
g)Th
is pr
ojec
t is t
o eq
uip
all K
-8 st
uden
ts in
our
hig
h-ne
ed sc
hool
s with
stan
dard
s-ba
sed
adap
tive
STEM
inst
ruct
iona
l too
ls to
aug
men
t and
furth
er p
erso
naliz
e fo
unda
tiona
l STE
M in
stru
ctio
n. T
his
coun
tract
. con
cern
s the
com
pute
r tec
hnol
ogie
s and
softw
are
purc
hase
d, a
nd th
e pr
ofes
siona
l de
velo
pmen
t and
coa
chin
g ac
tiviti
es to
impl
emen
t thi
s goa
l.
Puge
t Sou
nd E
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ic C
aldw
ell
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ral
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2014
8/31
/201
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ace
to th
e To
p Pr
ojec
t 8 C
olle
ge a
nd C
aree
r Rea
dine
ss In
vest
men
t Fun
d R
ound
2 F
or C
leve
land
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igh
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olTh
e fu
nds t
o st
uden
ts' c
olle
ge a
nd c
aree
r rea
dine
ss th
roug
h th
e de
velo
pmen
t of a
Job
shad
ow
Prog
ram
at C
leve
land
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h Sc
hool
that
will
enc
oura
ge c
aree
r exp
lora
tion
and
wor
k-ba
sed
lear
ning
.
Puge
t Sou
nd E
SD16
2,21
0Sh
auna
Hea
thG
eorg
e B
rela
ndFe
dera
l1M
88
9/1/
2013
8/31
/201
6R
ace
to th
e To
p Pr
ojec
t 8 C
olle
ge a
nd C
aree
r Rea
dine
ss P
athw
ayTh
e Pu
rpos
e of
thei
agr
eem
ent i
s to
prov
ide
fund
s for
the
Con
sorti
um M
embe
r to
fully
impl
emen
t the
R
ento
n an
d Se
attle
Inte
rnat
iona
l Bac
cala
urea
te E
xpan
sion
and
Fam
ily S
uppo
rt Pr
ogra
m.
Puge
t Sou
nd E
SD25
1,55
2Sh
auna
Hea
thFe
dera
l1M
57
9/1/
2015
8/31
/201
6R
ace
to th
e To
p Pr
ojec
t P7
Col
lege
and
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eer R
eadi
ness
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hway
The
purp
ose
of th
e ag
reem
ent i
s to
priv
ide
fund
s for
the
Con
sorti
um M
embe
r to
fully
impl
emen
t the
C
olle
ge B
oard
Col
lege
Rea
dine
ss P
athw
ay (R
eadi
step
, PSA
T an
d SA
T).
Puge
t Sou
nd E
SD40
,345
Erin
Sto
enFe
dera
l1M
48
1/1/
2014
8/31
/201
6R
ace
to th
e To
p-D
istric
t (R
TTT-
D)
Proj
ect 3
B In
vest
met
n Fu
nd P
reK
-3rd
Gra
de R
ound
3Fu
nds a
re to
impr
ove
kind
erga
rten
read
ines
s par
ticul
arly
for l
ow-in
com
e st
uden
ts, i
nclu
ding
Eng
lish
lang
uage
lear
ners
as w
ell a
s Afri
can
Am
eric
an, H
ispan
ic, a
nd n
ativ
e A
mer
ican
Chi
ldre
n. T
each
yo
ung
child
ren
befo
re th
ey e
nter
kin
derg
arte
n to
pos
itive
ly im
pact
stud
ent a
chie
vem
ent,
in p
artic
ular
ki
nder
garte
n re
adin
ess.
Puge
t Sou
nd E
SD79
1,75
5C
ashe
l Ton
erFe
dera
l1M
59
7/15
/201
58/
31/2
017
Rac
e to
the
Top-
Dist
rict (
RTT
T-D
) Dee
p D
ive
3: B
uild
ing
Blo
cks
The
purp
ose
of th
is ag
reem
ent i
s to
prov
ide
fund
s for
the
Con
sorti
um M
embe
rr to
fully
impl
emen
t a
plan
to su
ppor
t stu
dent
s who
resid
e at
the
New
Hol
ly H
ousin
g sit
e an
d w
ho a
ttend
Rai
nier
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ch
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h Sc
hool
, Aki
Kur
ose
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dle
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ol, D
unla
p El
emen
tary
, Van
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elt E
lem
enta
ry a
nd W
ing
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men
tary
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ools.
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pla
n su
ppor
ts st
uden
ts th
roug
h ac
adem
ic tu
torin
g an
d yo
uth
deve
lopm
ent,
fam
ily e
ngag
emen
t, w
ork
read
ines
s, an
d co
mm
unity
eng
agem
ent.
Puge
t Sou
nd E
SD72
7,89
3C
arri
Cam
pbel
lFe
dera
l1N
30
5/1/
2014
8/31
/201
6R
ace
to th
e To
p-D
istric
t (R
TTT-
D) D
eep
Div
e 3:
Lite
racy
and
Mat
h Th
ough
Aca
dem
icTh
e pu
rpos
e of
this
agre
emen
t is t
o pr
ovid
e fu
nds f
or th
e C
onso
rtium
Mem
ber t
o fu
lly im
plem
ent a
pl
an to
supp
ort s
tude
nts i
n lit
erac
y an
d m
ath
at E
mer
son
Elem
enta
ry th
roug
h ac
adem
ic su
ppor
t with
an
em
phas
is on
supp
ortin
g cl
assr
oom
lear
ning
usin
g th
e ar
ts a
nd fa
mily
eng
agem
ent a
nd
empo
wer
men
t.
Puge
t Sou
nd E
SD29
3,61
1A
ndre
a D
rake
Fede
ral
1M76
G-1
1
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
12
of 1
7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/1/
2014
8/31
/201
6R
ace
to th
e To
p-D
istric
t (R
TTT-
D) P
roje
ct P
3A E
stab
lishi
ng a
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h Fu
nctio
ning
Pre
K-3
Gra
deFu
nds f
or th
e co
nsor
tium
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ber t
o pr
ovid
e su
bstit
ute
teac
hers
or e
xtra
serv
ice
cont
ract
to te
ache
rs
parti
cipa
ting
in R
ace
to th
e To
p Pr
eK-3
rd S
yste
ms s
pons
ored
or e
ndor
sed
prof
essio
nal d
evel
opem
nt
oppo
rtuni
ties.
Puge
t Sou
nd E
SD19
,408
Cas
hel T
oner
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ral
1M39
9/1/
2013
8/31
/201
6R
ace
to th
e To
p-D
istric
t (R
TTT-
D) P
roje
ct P
E-Pr
ogra
m E
valu
atio
n Su
ppor
tTh
e Pu
rpos
e of
this
agre
emen
t is t
o pr
ojvi
de fu
nds f
or th
e C
onso
rtium
Mem
ber t
o su
ppor
t dat
a co
llect
ion,
man
age
data
requ
est,
lear
n fro
m d
ata,
and
repo
rt R
TTT-
D p
roje
ct im
plem
enta
iton
and
prog
ress
mon
itorin
g da
ta to
the
PSES
D.
Puge
t Sou
nd E
SD31
,715
Clo
ver C
odd
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ral
1M60
9/1/
2015
8/31
/201
6R
ace
to th
e To
p-D
istric
t(RTT
T-D
) Pro
ject
8 C
olle
ge a
nd C
aree
r Rea
dine
ss In
vest
men
t Fun
d R
ound
3
(Col
lege
Bou
nd S
chol
ars)
The
purp
ose
of th
is ag
reem
ent i
s to
prov
ide
the
Con
sorti
um M
embe
r fun
ds to
supp
ort s
tude
nts'
colle
ge a
nd c
aree
r rea
dine
ss th
roug
h ou
treac
h an
d su
ppor
t to
Col
lege
Bou
nd S
chol
ars.
Puge
t Sou
nd E
SD81
,217
Kris
ta R
illo
Stat
e1M
91
1/1/
2015
12/1
31/1
5R
ecov
ery
Scho
ol In
itiat
ive
prov
ide
effe
ctiv
e pr
even
tion
and
inte
rven
tion
stra
tegi
es fo
r tho
se m
ost a
t risk
and
mos
t in
need
to
prev
ent o
r red
uce
mor
e ac
ute
illne
ss, h
igh-
risk
beha
vior
s, in
carc
erat
ion,
and
oth
er e
mer
genc
y m
edic
al
or c
risis
resp
onse
.
Kin
g C
ount
y M
enta
l Hea
lth12
9,77
8K
aare
n A
ndre
ws
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er1M
98
9/1/
2015
7/8/
2016
Ref
ugee
Sch
ool I
mpa
ctSe
rvic
es th
at e
nsur
e re
fuge
e st
uden
ts' h
igh
acad
emic
per
form
ance
and
succ
essf
ul in
tegr
atio
n.
Serv
ing
refu
gee
child
ren,
prim
arily
age
s 5 to
18,
in th
e co
untry
thre
e ye
ars o
r les
s, in
par
tner
ship
with
at
leas
t one
com
mun
ity-b
ased
org
aniz
atio
n w
ithin
the
cont
ract
per
iod.
Scho
ol's
Out
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hing
ton
70,0
00K
ai C
hin
Cha
nFe
dera
l1D
76
3/4/
2015
8/31
/201
6R
oad
Map
Rap
id R
esou
rce
Pool
ed F
und
The
fund
s pro
vide
d th
roug
h th
is gr
ant h
ave
been
allo
catie
d to
supp
ort t
he c
oast
s of a
day
long
le
ader
ship
retre
at in
Aug
ust 2
015,
for 1
0 ac
adem
ic le
ader
s fro
m e
ach
of th
e 7
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d M
ap d
istric
ts a
nd
for t
he m
embe
rs o
f the
ELL
wor
k gr
oup.
The
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tle F
ound
atio
n20
,000
Ver
onic
a G
alla
rdo
Foun
datio
n1N
12
8/1/
2015
6/30
/201
6R
oger
st P
TA S
uppl
emen
tal S
taffi
ngsu
pple
men
tal f
undi
ng fo
r a 0
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TE c
ouns
elor
,a P
layr
ound
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ervi
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ound
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ers P
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oPT
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81
9/1/
2015
6/30
/201
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caja
wea
PTA
Sup
plem
enta
l Sta
ffing
Supp
lem
enta
l fun
ding
for H
ourly
Tot
ors,
Vol
unte
er C
oord
inat
or (1
0 hr
s. /w
eek)
and
a 0
.1 F
TE
inst
rum
enta
l mus
ic.
Saca
jaw
ea P
TA28
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hel F
riese
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9/1/
2015
6/30
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caja
wea
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ding
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cial
ist (W
illem
sen
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ily F
ound
atio
n of
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tere
y)Su
pple
men
tal f
undi
ng fo
r a R
eadi
ng S
peci
alist
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sen
Fam
ily F
ound
atio
n of
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tere
y2,
575
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hel F
riese
nFo
unda
tion
1L21
9/1/
2015
7/31
/201
6Sa
lmon
Bay
PTS
A S
taffi
ng G
rant
Supp
lem
enta
l fun
ding
for W
hole
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ld S
upor
t Gra
nt.
Salm
on B
ay P
aren
t Gro
up42
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Nei
l Ger
rans
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1G23
7/1/
2015
6/30
/201
6Sa
nd P
oint
PTA
Gra
ntSu
pple
men
tal f
undi
ng fo
r a 0
.2 F
TE C
ouns
elor
, a
0.2
FTE
Mus
ic T
each
er a
nd a
1.0
0 FT
E fo
r K
inde
rgar
ten
Teac
her..
Sand
Poi
nt E
lem
enta
ry P
TA10
4,84
5K
riste
n R
ober
tsPT
A1N
13
9/1/
2015
8/31
/201
6Sc
hmitz
Par
k PT
A G
rant
Supp
lem
enta
l fun
ding
for I
nstru
men
tal M
usic
($18
,000
) and
Tec
h Su
ppor
t ($1
2,00
0).
Schm
itz P
ark
PTA
30,0
00G
errit
Kisc
hner
PTA
1G69
9/1/
2015
8/31
/201
6S
choo
l Hea
lth
Su
ppor
t S
ervi
ces
(Sch
ool N
urs
es)*
Fun
din
g is
com
mit
ted
to S
tude
nt
Hea
lth
Ser
vice
s w
ith
a fo
cus
on h
ealt
h
disp
arit
ies
as m
easu
red
by t
he
SPS
reg
istr
y on
req
uir
ed c
hild
hoo
d im
mu
niz
atio
ns
and
by s
choo
l nu
rsin
g an
d h
ealt
h c
ente
r se
rvic
es a
ddre
ssin
g ch
ron
ic c
ondi
tion
s su
ch a
s as
thm
a an
d de
pres
sion
. Th
e sc
hoo
l nu
rsin
g se
rvic
es a
re a
lloca
ted
to
Roo
seve
lt, C
hie
f Sea
lth
, Wes
t S
eatt
le, D
enn
y, F
ran
klin
, In
tera
gen
cy, N
ath
an H
ale,
A
ki K
uro
se, W
ash
ingt
on, G
arfie
ld, B
alla
rd, C
leve
lan
d, In
grah
am, R
ain
ier
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ch,
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hill
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Ass
elt,
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t S
eatt
le H
S, G
atze
rt, D
earb
orn
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k, H
igh
lan
d Pa
rk,
Mad
ison
, Mer
cer,
Mad
ron
a K
-8an
d S
eatt
le W
orld
Sch
ool.
Sea
ttle
/Kin
g C
oun
ty P
ubl
ic H
ealt
h61
8,57
19/
1/20
16 (A
nn
ual
ly)
Kat
hle
en J
ohn
son
Cit
y-FE
L1F
52
7/1/
2015
8/31
/201
6Sc
hool
Impr
ovem
ent G
rant
-Coh
ort I
II (
Rai
nier
Bea
ch)
To e
nsur
e eq
ualit
y in
out
com
e fo
r eac
h st
uden
t in
the
Stat
e of
Was
hint
on a
nd su
bsta
ntia
lly ra
ise
stud
ent a
chie
vem
ent i
n th
e lo
wes
t 5%
of u
nder
-ach
ievi
ng T
itle
I sch
ools
and
Title
-I e
ligib
le
seco
ndar
y sc
hool
s (cu
rren
tly id
entif
ied
as P
riorit
y sc
hool
s) b
y im
plem
entin
g o
ne o
f fou
r fed
eral
ly
iden
tifie
d In
terv
entio
n M
odel
s (Tu
rnar
ound
, Res
tart,
Clo
sure
, and
Tra
nsfo
rmat
ion)
.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n1,
240,
692
Mic
hael
Sto
neFe
dera
l1M
87
G-1
2
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
13
of 1
7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
12/1
7/20
1212
/31/
2016
Scho
ol R
ain
Gar
den
and
Cist
ern
Dem
onst
ratio
nSP
U S
hall
prov
ide
reim
burs
emen
t for
eac
h de
mon
stra
tion
proj
ect s
ite th
at m
eets
the
Rai
n W
ise
prog
ram
requ
irem
ents
for c
ister
n an
d/or
rain
gar
den,
as w
ell a
s pro
vidi
ng d
ocum
enta
tion
of p
assin
g fin
al in
spec
tion
docu
men
tatio
n pa
per w
ork
for a
roof
fed
cist
ern
to a
rain
gar
den
dem
onst
ratio
n,
acco
mpa
nied
by
item
ized
rece
ipts
for m
ater
ial a
nd se
rvic
e up
to th
e lim
its p
er ta
sk in
Atta
chm
ent.
Th
e te
rm o
f thi
s Agr
eem
ent s
hall
begi
n w
hen
fully
exe
cute
d by
all
parti
es, a
nd sh
all e
nd o
n D
ecem
ber
31, 2
016
unle
ss a
men
ded
by w
ritte
n ag
reem
ent o
r ter
min
ated
ear
lier p
ursu
ant t
o th
e pr
ovisi
ons
here
of.
Seat
tle P
ublic
Util
ities
87,0
00G
retc
hen
DeD
ecke
rC
ity1M
51
9/1/
2011
8/31
/201
6Sc
ienc
e an
d M
ath
Gra
nt W
riter
(Ela
ine
Woo
)Th
e D
istric
t will
em
ploy
Ela
ine
Woo
as a
non
-rep
rese
nted
Em
ploy
ee. W
ill p
rovi
de th
e se
rvic
es
cont
aine
d th
e jo
b de
scrip
tion,
whi
ch in
clud
e bu
t not
lim
ited
to b
ringi
ng fi
nanc
ial r
esou
rces
into
the
Dist
rict f
or se
cien
ce a
nd m
athe
mat
ics e
duca
tion
and
prog
ram
s.
Dr.
Lero
y &
Val
erie
Hoo
d13
1,94
3D
anie
l Gal
lagh
erFo
unda
tion
1L49
9/1/
2015
8/31
/201
6Sc
ienc
e V
ideo
Pro
fess
iona
l Dev
elop
men
tSe
attle
Pub
lic S
choo
l is c
omm
itted
to e
nsur
ing
equi
tabl
e ac
cess
, clo
sing
the
oppo
rtuni
ty g
aps a
nd
exce
llenc
e in
edu
catio
n fo
r eve
ry st
uden
t. V
ision
: Eve
ry S
eattl
e Pu
blic
Sch
ools'
stud
ent r
ecei
ves a
hi
gh-q
ualit
y, 2
1st c
entu
ry e
duca
tion
and
grad
uate
s pre
pard
for c
olle
ge, c
aree
r and
life
.
Bris
tol-M
yers
Squ
ibb
5,00
0D
anie
l Gal
lagh
erFo
unda
tion
1N26
9/1/
2015
8/31
/201
6Se
attle
Ear
ly E
duca
tion
Col
labo
rativ
e St
ep A
head
Pro
gram
(Ste
p A
head
Pre
scho
ol @
Sou
th S
hore
)Pr
ogra
m is
to p
repa
re c
hild
ren
to b
e re
ady
for s
choo
l. T
he S
tep
Ahe
ad P
resc
hool
Pro
gram
is a
w
hole
chi
ld a
nd fa
mily
app
roac
h, d
esig
ned
to h
elp
low
-inco
me
child
ren
and
thei
r fam
ilies
succ
eed
in
scho
ol a
nd li
fe.
The
targ
et S
tep
Ahe
ad p
opul
atin
is tr
ee a
nd fo
ur -y
ear-
old
child
ren
and
thei
r fa
mili
es, w
ith in
com
es ra
ngin
g fro
m 1
10%
-300
% p
erce
nt o
f the
fede
ral p
over
ty le
vel a
nd li
ving
in th
e at
tend
ance
are
a of
Titl
e I a
nd /o
r low
-per
form
ing
elem
enta
ry sc
hool
s.
City
of S
eattl
e - D
epar
tmen
t of E
duca
tion
and
Early
Le
arni
ng21
6,21
6La
ura
Mor
rison
City
1G38
1/1/
2016
3/31
/201
7Se
attle
Hou
sing
Aut
horit
y Pa
rtner
ship
Fund
s to
SPS
to su
ppor
t the
new
ly c
reat
ed p
osito
n of
SPS
Hou
sing
Educ
atio
n M
anag
er, d
irect
se
rvic
es to
shar
ed st
uden
ts/fa
mili
es, p
rofe
ssio
nal d
evel
opm
ent,
stip
ends
for p
rinci
pals
for
parti
cipa
tion
in p
artn
ersh
ip w
orkg
roup
s, st
ipen
ds fo
r sch
ool b
ased
par
tner
ship
coo
rdin
ator
s, tra
vel t
o na
tiona
l con
fere
nces
, and
oth
er a
ctiv
ities
out
lined
in th
e SH
A-S
PS M
ulti-
Yea
r par
tner
ship
Pla
n.
Bill
& M
elin
da G
ates
Fou
ndat
ion
175,
250
Car
ri C
ampb
ell
Foun
datio
n1N
01
9/1/
2015
8/31
/201
6Se
attle
Pre
ssch
ool P
rogr
amTh
e m
issio
n of
the
City
of S
eattl
e's D
epar
tmen
t of E
duca
tion
and
Early
Lea
rnin
g (D
EEL)
is to
en
sure
that
all
Seat
tle C
hild
ren:
1)e
nter
Kin
derg
arte
n re
ady,
2) s
ucce
ed a
cade
mic
ally
, and
3) g
radu
ate
prep
ared
for c
olle
ge/c
aree
r. A
s a p
rimar
y st
rate
gy in
ach
ievi
ng th
is m
issio
n, th
e ov
eral
l goa
l of t
he
Seat
tle P
resc
hool
Pro
gram
("SP
P") a
s ope
rate
d by
Sea
ttle
Scho
ol D
istric
t #1
("A
genc
y") i
s to
pr
ovid
ed "
acce
ssib
le h
igh-
q1ua
lity
pres
choo
l ser
vice
s for
Sea
ttle
child
re4n
des
igne
d to
impr
ove
thei
r re
adin
ess f
or sc
hool
and
to su
ppor
t the
ir su
bseq
uent
aca
dem
ic a
chie
vem
ent.
City
of S
eattl
e's D
epar
tmen
t of E
d an
d Ea
rly L
earn
ing
(DEE
L)63
5,06
7C
ashe
l Ton
erC
ity1N
41
7/1/
2015
8/31
/201
7So
uth
Shor
e LE
V F
ound
atin
The
purp
ose
of th
e G
rant
is to
pro
vide
fina
ncia
l sup
port
to G
rant
ee so
lely
for t
he b
enef
it of
Sou
th
Shor
e Sc
hool
("So
uth
Shor
e") t
o en
hanc
e its
edu
catio
al p
rogr
am a
nd h
elp
atta
in h
igh
acad
emic
ac
hiev
emen
t for
all
stud
ents
in th
e sc
hool
with
the
inte
ntio
n th
at m
any
stud
ents
form
low
inco
me
fam
ilies
will
ben
efit.
Sou
th S
hore
will
dem
onst
rate
how
a sc
hool
whe
re st
uden
ts a
nd th
eir f
amili
es
are
know
n, e
ngag
ed a
nd su
ppor
ted;
whe
re le
arni
ng c
halle
nges
are
pre
vent
ed o
r ide
ntifi
ed a
nd
miti
gate
d ea
rly; a
nd w
here
a sc
hool
's ac
adem
ic p
rogr
am is
inte
ntio
nal,
supp
orte
d by
on-
goin
g pr
ofes
siona
l dev
elop
men
t, an
d ev
olve
s con
stan
tly in
repo
nse
to fe
edba
ck fr
om a
sses
smen
ts a
nd
fam
ilies
, can
pro
duce
ext
raor
dina
ry o
utco
mes
.
Leag
ue o
f Edu
catio
n V
oter
s Fou
ndat
in1,
924,
000
Kris
tin D
eWitt
eFo
unda
tion
1B54
9/1/
2015
8/31
/201
6Sp
ecia
l Edu
catio
n ID
EA P
art B
Sec
tion
611
Prov
ides
fina
ncia
l ass
istan
ce to
Loc
al E
duca
tiona
l Age
ncie
s (LE
As)
on
beha
lf of
stud
ents
in n
eed
of
spec
ial e
duca
tion
and
rela
ted
serv
ices
.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n10
,946
,075
Wye
th Je
ssce
Fede
ral
1A48
9/1/
2015
8/31
/201
6Sp
ecia
l Edu
catio
n ID
EA P
art B
Sec
tion
619
Prov
ides
fina
ncia
l ass
istan
ce to
Loc
al E
duca
tiona
l Age
ncie
s (LE
As)
on
beha
lf of
stud
ents
in n
eed
of
spec
ial e
duca
tion
and
rela
ted
serv
ices
.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n27
4,78
8W
yeth
Jess
ceFe
dera
l1A
46
9/1/
2015
8/31
/201
6Sp
ecia
l Edu
catio
n Sa
fety
net
(Sta
te)
Safe
ty N
et fu
ndin
g is
avai
labl
e to
scho
ol d
istric
ts w
ith a
dem
onst
rate
d ne
ed fo
r spe
cial
edu
catio
n fu
ndin
g in
exc
ess o
f sta
te a
nd fe
dera
l fun
ding
oth
erw
ise p
rovi
ded.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n1,
037,
806
Wye
th Je
ssce
Stat
e1G
60
G-1
3
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
14
of 1
7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
9/1/
2015
8/31
/201
6Sp
ecia
l Edu
catio
n Sa
fety
Net
611
(Fed
eral
)Sa
fety
Net
fund
ing
is ab
aila
ble
to sc
hool
dist
ricts
with
a d
emon
stra
ted
need
for s
peci
al e
duca
tion
fund
ing
in e
xces
s of s
tate
and
fede
ral f
undi
ng o
ther
wise
pro
vide
d.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n93
7,69
4W
yeth
Jess
ceFe
dera
l1G
28
9/1/
2015
8/31
/201
6Sp
ecia
l Edu
catio
n Sa
fety
Net
619
(Fed
eral
)Sa
fety
Net
fund
ing
is av
aila
ble
to sc
hool
dist
ricts
with
a d
emon
stra
ted
need
for s
peci
al e
duca
tion
fund
ing
in e
xves
s of s
tate
and
fede
ral f
undi
ng o
ther
wise
pro
vide
d.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n14
,778
Wye
th Je
ssce
Fede
ral
1L23
9/1/
2015
8/31
/201
6St
anfo
rd E
ddow
men
t Sup
port
for L
itera
cy P
rogr
amTo
fund
the
activ
ities
des
crib
ed in
the
Proj
ect W
orkp
lan
(see
App
endi
x).
The
purp
ose
of tj
ese
activ
ities
is to
dev
elop
mat
eria
ls th
at li
tera
cy a
nd so
cial
stud
ies t
each
ers c
an u
se to
effe
ctiv
ely
alig
n th
eir i
nstru
ctio
n w
ith C
omm
on C
ore
Stat
e St
anda
rds (
CC
SS) i
ord
er to
supp
ort s
tude
nt le
arni
ng
Alli
ance
for E
duca
tion
(Sta
nfor
d En
dow
men
t)50
,000
Kat
hlee
n V
asqu
ezFo
unda
tion
1G57
6/16
/201
58/
31/2
016
Star
talk
Pro
gram
Adm
inist
ratio
rPr
ovid
e su
ppor
t to
the
Dist
rict i
n ex
chan
ge fo
r hiri
ng a
pro
gram
adm
inist
rato
r. T
he p
rogr
am
adm
inist
rato
r will
be
resp
onsib
le to
wor
k as
a li
aiso
n an
d PL
U.
Paci
fic L
uthe
ran
Uni
vers
ity13
,000
Mic
hele
Aok
iFe
dera
l1M
77
3/17
/201
52/
28/2
016
STA
RTA
LKPr
ovid
e Su
ppor
t for
lang
uage
pro
gram
s. T
he S
tarT
alk
Prog
ram
gui
des t
each
er c
andi
date
s thr
ough
a
Stat
e ap
prov
ed u
nive
rsity
teac
her p
rogr
am to
bec
ome
K-1
2 w
orld
lang
uage
cer
tifie
d in
Was
hing
ton
Stat
e.
Nat
ionl
Sec
ruity
Age
ncy
The
Nat
iona
l For
eign
Lan
guag
e C
ente
r89
,998
Mic
hele
Aok
iFe
dera
l1G
61
7/1/
2015
6/30
/201
6ST
EM L
ight
hous
e Sc
hool
for C
leve
land
Hig
h Sc
hool
The
Purp
ose
of th
e gr
ant i
s to
desig
nate
scho
ols a
t the
ele
men
tary
, mid
dle
and
high
scho
ol le
vel t
o se
rve
as re
surc
es a
nd e
xam
ples
of h
ow to
com
bine
the
follw
ing
best
pra
ctic
es:
Smal
l, hi
ghly
per
sona
lized
lear
ning
com
mun
ities
; An
inte
rdisc
iplin
ary
curr
icul
um e
ith a
stro
ng fo
cus
on sc
ienc
e, te
chno
logy
, eng
inee
ring,
and
mat
hem
atic
s (ST
EM0,
del
iver
ed th
roug
h a
proj
ect-b
ased
in
stru
ctio
nal a
ppro
ach.
OSP
I20
,000
Geo
rge
Bre
land
Stat
e1N
53
9/1/
2015
8/31
/201
6St
ep A
head
Pre
scho
ol P
rogr
am a
t Sou
th S
hore
Fund
ing
for i
nves
tmen
t in
thes
e pr
ogra
ms i
s pro
vide
d by
the
2011
Fam
ilies
and
Edu
catio
n Le
vy
(FEL
) and
is a
ppro
pria
ted
to D
EEL,
whi
ch h
as le
ad re
spon
sibili
ty fo
r ach
ievi
ng a
nd m
onito
ring
over
all L
evy
outc
omes
. U
sing
Step
Ahe
ad P
resc
hool
inve
stm
ents
, SPS
and
DEE
L sh
are
a co
mm
itmen
t to
achi
evin
g th
e Le
vy's
over
arch
ing
goal
for S
eattl
e's c
hild
ren
in th
e fo
llow
ing
area
: A
cade
mic
Ach
ieve
mnt
and
Red
uctio
n of
the
Aca
dem
ic A
chie
vem
ent G
ap.
City
of S
eattl
e-D
epar
tmen
t of E
duca
tion
and
Early
Le
arni
ng22
5,34
1K
ristin
DeW
itte
City
1G
38
8/1/
2015
8/31
/201
6St
even
s Arts
and
Mus
ic P
rogr
amSu
pple
men
tal f
undi
ng fo
r Edd
ky c
ontra
ct -
Arts
gra
nt fo
r tea
cher
s.St
even
s PTA
38,9
30K
elle
y A
rche
rPT
A1M
93
8/1/
2015
8/31
/201
6St
even
s PTA
Gra
ntSu
pple
men
tal f
undi
ng fo
r a 1
.0 te
ache
rs a
nd a
0.1
Inst
rum
enta
l mus
ic T
each
er.
Stev
ens P
TA12
2,01
3K
elle
y A
rche
rPT
A1G
07
1/1/
2016
6/30
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6Su
bsta
nce
Abu
se P
reve
ntio
n Se
rvic
es (C
PWI)
Stat
ewid
e ef
fort
to c
once
ntra
te su
bsta
nce
abus
e pr
even
tion
effo
rts in
a sm
all g
eogr
aphi
c ar
ea b
ased
up
on n
eed
and
com
mun
ity re
adin
ess;
i.e.,
Gar
field
Hig
h Sc
hool
, Was
hing
ton
Mid
dle
Scho
ol.
Kin
g C
ount
y M
enta
l Hea
lth73
,437
Lisa
Dav
idso
nFe
dera
l1L
93
1/1/
2015
12/3
1/20
15Su
bsta
nce
Abu
se P
reve
ntio
n Se
rvic
es (C
PWI)
Stat
ewid
e ef
fort
to c
once
ntra
te su
bsta
nce
abus
e pr
even
tion
effo
rts in
a sm
all g
eogr
aphi
c ar
ea b
ased
up
on n
eed
and
com
mun
ity re
adin
ess;
i.e.,
Gar
field
Hig
h Sc
hool
, Was
hing
ton
Mid
dle
Scho
ol.
Kin
g C
ount
y M
enta
l Hea
lth15
9,70
9Li
sa D
avid
son
Fede
ral
1L93
9/8/
2014
8/30
/201
6Su
ppor
t the
Cen
tral A
rts P
athw
ay S
choo
l Par
tner
ship
The
Purp
ose
of th
is gr
ant i
s to
supp
ort t
he C
entra
l Arts
Pat
hway
scho
ol p
artn
ersh
ips a
s par
t of t
he
Cre
ativ
e A
dvan
tage
Initi
ativ
e. T
his g
rant
is p
aid
from
the
Cre
ativ
e A
dvan
tage
Fun
d, c
reat
ed b
y gi
fts
to T
he S
eattl
e Fo
unda
tion.
The
Seat
tle F
ound
atio
n35
,000
Aud
rey
Que
rns
Foun
datio
n1N
42
9/1/
2014
8/31
/201
7Su
stai
ning
Res
pons
ive
and
Rig
orou
s Tea
chin
g B
ased
on
Car
bon
Tim
eTh
is pr
ojec
t bui
ld o
n pr
ior e
fforts
with
lear
ning
pro
gres
sions
, and
is fo
cuse
d on
key
car
bon-
trans
form
ing
proc
esse
s in
soci
o-ec
olog
ical
syst
ems a
t mul
tiple
scal
es, i
nclu
ding
cel
lula
r and
or
gani
smal
met
abol
ism, e
cosy
stem
ene
rget
ics a
nd c
arbo
n cy
clin
g, c
arbo
n se
ques
tratio
n, a
nd
com
bust
ion
of f
ossil
fuel
. Th
e pr
imar
y pr
ojec
t out
com
es w
ill b
e co
ordi
nate
d in
stru
ctio
nal t
ools
that
ar
e us
eful
to p
rofe
ssio
nals
at a
ll le
vels
in th
e sc
ienc
e ed
ucat
ion
syst
em--
clas
sroo
m te
cher
s, pr
ofes
siona
l dev
elop
ers,
and
deve
lope
rs o
f cur
ricul
a, st
anda
rds a
nd a
sses
smen
ts.
Mic
higa
n St
ate
Uni
vers
ity/N
SF14
2,97
9D
anie
l Gal
lagh
erFe
dera
l1N
03
G-1
4
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
15
of 1
7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
10/1
/201
59/
30/2
016
Teac
her I
ncen
tive
Fund
Gra
nt (T
IF)
Stre
ngth
en th
e ed
ucat
ion
prof
essio
n by
reqa
rdin
g ex
celle
nce,
attr
actin
g te
ache
rs a
nd p
rinci
pals
to
high
-nee
d an
d ha
rd-to
-sta
ff ar
eas,
and
prov
idin
g al
l tea
cher
s and
prin
cipa
ls w
ith th
e fe
edba
ck a
nd
uppo
rt th
ey n
eed
to su
ccee
d.
U.S
. Dep
artm
ent o
f Edu
catio
n50
0,90
0C
love
r Cod
dFe
dera
l1K
99
10/1
/201
56/
30/2
016
Thor
nton
Cre
ek S
uppl
emen
tal S
taffi
ngSu
pple
men
tal F
undi
ng fo
r a 0
.2 F
TE fo
r Kat
rina
Sibi
cky
and
a 0.
3 FT
E fo
r Cyn
thia
Des
hler
.Th
ornt
on C
reek
PTA
59,2
01Jo
hn M
iner
PTA
1G15
9/1/
2015
8/31
/201
6Th
urgo
od M
arsh
all P
TA S
uppl
emen
tal S
taffi
ngSu
pple
men
tal f
undi
ng fo
r a 0
.6 F
TE c
ouns
elor
, 0.5
FTE
teac
her,
17 h
rs. w
eek
tuto
ring
and
2hr w
eek
play
grou
nd.
Thur
good
Mar
shal
l PTA
96,5
00K
athe
rine
May
PTA
1H94
11/1
9/20
158/
31/2
016
Title
I Pa
rt C
Mig
rant
Edu
catio
n G
rant
Fina
ncia
l ass
istan
ce fo
r sup
plem
enta
ry e
duca
tiona
l and
supp
ort s
ervi
ces f
or e
ligib
le m
igra
nt c
hild
ren
aged
3 th
roug
hr 2
1.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n77
,822
Ver
onic
a G
alla
rdo
Fede
ral
1C02
7/1/
2015
8/31
/201
6Ti
tle I
Part
D N
egle
cted
or D
elin
quen
t Loc
alSu
ppor
ts th
e op
erat
ion
of lo
cal s
choo
l dist
rict p
rogr
ams t
hat i
nvol
ve c
olla
bora
tion
with
loca
lly
oper
ated
cor
rect
iona
l fac
ilitie
s in
orde
r to
carr
y ou
t hig
h qu
ality
edu
catio
nal p
rogr
ams t
o pr
epar
e yo
uth
for s
econ
dary
scho
ol c
ompl
etin
, tra
inin
g, e
mpl
oym
ent,
trans
ition
act
iviti
es a
nd fu
rther
re
duca
tion.
Also
, des
igne
d to
pre
vent
you
th fr
om d
ropp
ing
out a
nd p
rovi
de a
supp
ort s
yste
m to
en
sure
thei
r con
tinue
d ed
ucat
ion.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n10
4,48
8K
aare
n A
ndre
ws
Fede
ral
1C03
7/1/
2015
8/31
/201
6Ti
tle I
Part
D N
egle
cted
or D
lingu
ent S
tate
(Sel
ecte
4d G
rant
ees O
nly)
Supp
orts
chi
ldre
n an
d yo
uth
in st
ate
faci
litie
s with
the
supp
lem
enta
l ser
vice
s nee
ded
to m
eet t
he
stat
e's c
halle
ngin
g co
nten
t sta
ndar
ds a
nd p
erfo
rman
ce st
anda
rds a
nd to
mak
e a
succ
essf
ul tr
ansit
ion
from
inst
itutio
naliz
atio
n to
furth
er sc
hool
ing
and
empl
oym
ent.
The
Feb
ruar
y 10
th c
ase
coun
t of
child
ren
resid
ing
in th
e st
ate
inst
itutio
n, d
ocum
ente
d fro
m th
e pr
evio
us y
ear,
gene
rate
s ent
itlem
ent
dolla
rs fo
r the
nex
t sch
ool y
ears
. St
uden
ts m
ust b
e le
ss th
an 2
1 ye
ars o
ld to
be
coun
ted.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n33
5,06
8K
aare
n A
ndre
ws
Fede
ral
1C04
7/1/
2015
8/31
/201
6Ti
tle
I, Pa
rt A
Impr
ovin
g B
asic
Pro
gram
sTo
hel
p lo
cal e
duca
tion
al a
gen
cies
(LE
As)
impr
ove
teac
hin
g an
d le
arn
ing
in h
igh
-po
vert
y sc
hoo
ls in
par
ticu
lar
for
child
ren
faili
ng,
or
mos
t at
-ris
h o
f fai
ling,
to
mee
t ch
alle
ngi
ng
Sta
te a
cade
mic
ach
ieve
men
t st
anda
rds.
Offi
ce o
f th
e S
upe
rin
ten
den
t of
Pu
blic
In
stru
ctio
n14
,538
,838
9/1/
2015
(An
nu
ally
)M
ich
ael S
ton
eFe
dera
l1C
01
9/1/
2015
8/31
/201
6Ti
tle II
Par
t A T
each
er &
Prin
cipa
l Tra
inin
g &
Rec
ruiti
ngIn
crea
se a
cade
mic
ach
ieve
men
t of a
ll st
uden
ts th
roug
h st
rate
gies
such
as i
mpr
ovin
g te
ache
r and
pr
inci
pal q
ualit
y an
d in
crea
sing
the
num
ber o
f hig
hly
qual
ified
teac
hers
in th
e cl
assr
oom
and
hig
hly
qual
ified
prin
cipa
ls an
d as
sista
nt p
rinci
pals
in sh
cool
s and
hol
d sc
hool
dist
ricts
and
scho
ols
acco
unta
ble
for i
mpr
ovem
ents
in st
uden
t aca
dem
ic a
chie
vem
ent.
Fou
r maj
or th
emes
em
erge
: hig
h qu
ality
, sus
tain
ed ,
inte
nsiv
e, a
nd c
lass
-roo
m fo
cuse
d pr
ofes
siona
l de
velo
pmen
t; hi
ghly
qua
lifie
d te
ache
rs a
nd p
rinci
pals;
pro
fess
iona
l dev
elop
men
t alig
hed
with
stat
e st
anda
rds;
and
prof
essio
nal
deve
lopm
ent b
ased
on
scie
ntifi
cally
-bas
ed re
sear
ch.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n3,
289,
092
Shau
na H
eath
Fede
ral
1C17
7/1/
2015
8/31
/201
6Ti
tle II
I LEP
(Dist
rict)
To e
nsur
e th
at li
mite
d En
glish
pro
ficie
nt (L
EP) s
tude
nts,
incl
udin
g im
mig
rant
chi
ldre
n an
d yo
uth,
de
velo
p En
glish
pro
ficie
ncy
and
mee
t the
sam
e ac
adem
ic c
onte
nt a
nd a
cade
mic
ach
ivem
ent s
tand
ards
th
at o
ther
chi
ldre
n ar
e ex
pect
ed to
mee
t. Sc
hool
s use
thes
e fu
nds t
o im
plem
ent
lang
uage
inst
ruct
ion
educ
atio
nal p
rogr
ams d
esig
ned
to h
elp
LEP
stud
ents
ach
ieve
thes
e st
anda
rds.
Sta
te e
duca
tiona
l ag
enci
es (S
EAs)
, loc
al e
duca
tiona
l age
ncie
s (LE
As)
, and
scho
ols a
re a
ccou
ntab
le fo
r inc
reas
ing
the
Engl
ish p
rofic
ienc
y an
d co
re a
cade
mic
con
tent
kno
wle
dge
of L
EP st
uden
ts.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n1,
237,
522
Ver
onic
a G
alla
rdo
Fede
ral
1C21
7/1/
2015
6/30
/201
6Ti
tle V
II In
dian
Edu
catio
nSu
ppor
ting
the
effo
rts o
f loc
al e
duca
tiona
l age
ncie
s, In
dian
trib
es a
nd o
rgan
izat
ions
, pos
tsec
onda
ry
inst
itutio
ns, a
nd o
ther
ent
ities
in m
eetin
g th
e un
ique
edu
catio
nal a
nd c
ultu
rally
rela
ted
acad
emic
ne
eds o
f Am
eric
an In
dian
and
Ala
ska
Nat
ive
stud
ents
, so
that
such
stud
ents
can
mee
t the
sam
e ch
alle
ngin
g St
ate
stud
ent a
cade
mic
ach
ieve
men
t sta
ndar
ds a
s all
othe
r stu
dent
s are
exp
ecte
d to
mee
t.
U.S
. Dep
artm
ent o
f Edu
catio
n97
,179
Gai
l Mor
risFe
dera
l1C
27
7/1/
2015
8/31
/201
6Ti
tle X
Par
t C E
duca
tion
for H
omel
ess
McK
inne
y-V
ento
gra
nt fu
nds f
or th
e 20
13-1
6 gr
ant c
ycle
. Th
e M
cKin
ney-
Ven
to A
ct e
nsur
es th
at a
ll ho
mel
ess c
hild
ren
and
yout
h ha
ve e
qual
acc
ess t
o th
e sa
me
educ
atio
nal o
ppor
tuni
ties a
s all
othe
r st
uden
ts b
y pr
ovid
ing
acad
emic
and
non
-aca
dem
ic su
ppor
ts a
nd o
ther
nec
essa
ry se
rvic
es to
chi
ldre
n an
d yo
uth
who
are
hom
eles
s.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n44
,411
Tyra
Will
iam
sFe
dera
l1F
77
G-1
5
SPS
Gra
nts I
nven
tory
201
5-16
*Boa
rd a
ppro
val r
equi
red
annu
ally
Page
16
of 1
7
Last
upd
ated
: 84/
20/2
016
Star
tE
ndPr
ogra
m T
itle
Fund
ing
Age
ncy
Am
ount
Due
Dat
e M
anag
erT
ype
Fund
Cod
e
7/1/
2015
6/30
/201
6TP
EP T
each
er T
rain
ing
Fund
sSi
nce
all t
each
ers w
ill tr
ansit
ion
to th
e re
vise
d sy
stem
this
year
, the
y w
ill a
lso n
eed
an in
trodu
ctio
n to
th
e re
vise
d ev
alua
tion
syst
em a
nd a
wor
king
kno
wle
dge
of th
e di
stric
t's c
hose
n in
stru
ctio
nal
fram
ewor
k. A
ny c
ontin
uing
con
tract
teac
hers
mov
ing
to th
e re
vise
d sy
stem
shou
ld a
lso b
e pr
ovid
ed
an o
ppor
tuni
ty to
lear
n ab
out t
he n
ew e
xpec
tatio
ns, i
nclu
ding
a d
eep
unde
rsta
ndin
g of
the
stud
ent
grow
th c
ompo
nent
. Te
ache
rs w
ho h
ave
alre
ady
trans
ition
ed to
the
revi
sed
syst
em a
re e
ncou
rage
d to
us
e th
is fu
ndin
g to
dee
pen
thei
r und
erst
andi
ng o
f the
inst
ruct
iona
l fra
mew
ork
and
hone
thei
r ski
lls in
co
llect
ing,
ana
lyzi
ng, a
nd m
akin
g in
stru
ctio
nal d
ecisi
ons b
ased
on
stud
ent g
row
th m
easu
res.
Offi
ce o
f Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n 26
1,32
2Li
ndsa
y B
erge
rSt
ate
1M65
7/1/
2015
6/30
/201
6U
rban
Sch
ool T
urna
roun
d In
itiat
ive
for A
ki K
uros
e M
iddl
e Sc
hool
An
inte
nsiv
e in
terv
entio
n an
d le
eade
rshi
p de
velo
pmen
t ini
tiativ
e th
at h
elps
prin
cipa
ls tu
rn a
roun
d fa
iling
or u
nder
perfo
rmin
g sc
hool
s by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n20
0,00
0M
ia W
illia
ms
Stat
e1N
43
7/1/
2015
6/30
/201
6U
rban
Sch
ool T
urna
roun
d In
itiat
ive
for R
aini
er B
each
Hig
h Sc
hool
An
inte
nsiv
e in
terv
entio
n an
d le
eade
rshi
p de
velo
pmen
t ini
tiativ
e th
at h
elps
prin
cipa
ls tu
rn a
roun
d fa
iling
or u
nder
perfo
rmin
g sc
hool
s by
dram
atic
ally
incr
easin
g st
uden
t ach
ieve
men
t and
dec
reas
ing
the
oppo
rtuni
ty.
Offi
ce o
f the
Sup
erin
tend
ent o
f Pub
lic In
stru
ctio
n20
0,00
0Iv
ory
Bro
oks
Stat
e1N
44
9/1/
2015
8/31
/201
6V
iew
Rid
ge S
taffi
ng G
rant
Supp
lem
enta
l Sta
ffing
cos
ts a
bove
and
bey
ond
the
2015
-16
Dist
rict b
udge
t allo
catio
n.V
iew
Rid
ge P
TA19
3,36
4Te
rri S
kjei
PTA
1K01
11/1
/201
512
/31/
2017
Vie
wla
nds E
lem
enta
ry P
layg
roun
dTh
e V
iew
land
s PTA
pro
ject
will
impr
ove
the
Vie
wla
nds E
lem
enta
ry w
est p
layg
roun
d, to
incl
ude
a ne
w p
lay
area
with
pla
y eq
uipm
ent a
nd a
ssoc
iate
d sa
fety
surfa
cing
and
site
-wor
k co
nstru
ctio
n fo
r gr
adin
g, c
urbi
ng a
nd A
DA
pat
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